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1.
Immediate Knowledge of Results (KR) feedback at the task level may motivate test takers by showing that their answers matter. Appealing feedback cues may help to prevent negative emotions in lower performers who receive a higher amount of negative feedback. In this experiment, we varied the presence of KR feedback and the feedback delivery mode in a 1 × 5 between-subjects design (i.e., no feedback vs. text, color, sound, or animation feedback) to investigate effects on learning outcomes and affective-motivational measures. Our sample included 661 fifth and sixth graders who solved two computer-based multiple-choice science tests. First, students worked on an 18-item treatment test (with experimental feedback manipulation). Students repeatedly rated their effort, enjoyment, pride, and boredom during the test, as well as their expectancy of success and attainment value after the test. Subsequently, they worked on a posttest (without feedback) that assessed recall and near-transfer learning. All KR feedback conditions significantly increased recall, but there was no evidence for near-transfer learning. Feedback had a significant, negative effect on attainment value, whereas significant interactions between the feedback conditions and students’ treatment performance revealed that feedback effects on several affective-motivational dimensions (i.e., expectancy of success, enjoyment, pride, and boredom) were performance-dependent. Feedback benefited higher performers’ motivation and affect but showed negative effects on some affective-motivational measures for lower performers. The pattern of results indicated that color/sound/animation feedback may have reduced the effect of performance on emotional feedback perception to some extent. However, none of the feedback conditions improved affective-motivational outcomes independent of students’ performance.  相似文献   
2.
IntroductionIt is often quoted that 70% of clinical decisions are based on laboratory results, but the evidence to substantiate this claim is lacking. Since clinical guidelines aim to document best-practice decision making for specific disease conditions, inclusion of any laboratory test means that the best available evidence is recommending clinicians use it. Cardiovascular disease (CVD) is the world’s most common cause of mortality, so this study reviewed all CVD guidelines published by five national/international authorities to determine what proportion of them recommended laboratory testing.Materials and methodsFive leading CVD guidelines were examined, namely the European Society of Cardiology (ESC), the UK National Institute for Health and Clinical Excellence (NICE), the American College of Cardiology (ACC), the Australian Heart Foundation (AHF) and the Cardiac Society of Australia and New Zealand (CSANZ).ResultsA total of 101 guidelines were reviewed. Of the 33 individual ESC guidelines relating to CVD, 24/33 made a direct reference to the use of clinical laboratory tests in either diagnosis or follow-up treatment. The same applied to 15/20 of NICE guidelines, 24/32 from the ACC and 15/16 from the AHF/CSANZ. Renal function and blood count testing were the most recommended (39 and 26 times), with lipid, troponin and natriuretic peptide measurement advocated 25, 19 and 19 times respectively.ConclusionsThis study has shown that laboratory testing is advocated by between 73% and 94% of individual CVD guideline recommendations from five national/international authorities. This provides an index to assess the potential value of laboratory medicine to healthcare.  相似文献   
3.
ABSTRACT

In the field of second and foreign language learning, the Common European Framework of Reference for languages (CEFR) is widely-used for setting language proficiency standards within European, and increasingly global, contexts. Few studies, however, have investigated the ways in which systemic, macro-level factors within national educational contexts may influence standard setting practices using the CEFR. In this paper, we explore this issue through an analysis of recorded discussions within standard setting sessions for the Épreuve Commune for English, a national English language examination in Luxembourg. The data reveals four key sources of influence on standard setting decision-making: Luxembourg’s unique language ecology, streamed schooling, the national curriculum, and an ongoing exam reform project. Through this analysis, we argue that Luxembourg functions as a critical case illustrating the tension between international standards of language proficiency and local realities.  相似文献   
4.
针对目前工程力学专业工程结构检测实习以见习为主,未结合学生的专业应用背景,实习内容相对独立、缺乏创新教育等问题,该文树立了“以学生为中心”的理念,在“江苏大学土木工程技术研究院”和科技部“高端装备关键结构健康管理联合研究中心”实践基地建设的基础上,深化与企业间的合作,在实习教学理念、课程内容、运行管理、师资队伍及实践平台等方面进行了改革,工程力学专业学生对知识的掌握运用能力、实践创新能力得到了提高,该实践成果也可为其他工程实践课程提供参考。  相似文献   
5.
The adaptation of experimental cognitive tasks into measures that can be used to quantify neurocognitive outcomes in translational studies and clinical trials has become a key component of the strategy to address psychiatric and neurological disorders. Unfortunately, while most experimental cognitive tests have strong theoretical bases, they can have poor psychometric properties, leaving them vulnerable to measurement challenges that undermine their use in applied settings. Item response theory–based computerized adaptive testing has been proposed as a solution but has been limited in experimental and translational research due to its large sample requirements. We present a generalized latent variable model that, when combined with strong parametric assumptions based on mathematical cognitive models, permits the use of adaptive testing without large samples or the need to precalibrate item parameters. The approach is demonstrated using data from a common measure of working memory—the N-back task—collected across a diverse sample of participants. After evaluating dimensionality and model fit, we conducted a simulation study to compare adaptive versus nonadaptive testing. Computerized adaptive testing either made the task 36% more efficient or score estimates 23% more precise, when compared to nonadaptive testing. This proof-of-concept study demonstrates that latent variable modeling and adaptive testing can be used in experimental cognitive testing even with relatively small samples. Adaptive testing has the potential to improve the impact and replicability of findings from translational studies and clinical trials that use experimental cognitive tasks as outcome measures.  相似文献   
6.
Researchers are often interested in establishing equivalence of population variances. Traditional difference-based procedures are appropriate to answer questions about differences in some statistic (e.g., variances, etc.). However, if a researcher is interested in evaluating the equivalence of population variances, it is more appropriate to use a procedure designed to determine equivalence. A simulation study was used to compare novel equivalence-based tests to traditional variance homogeneity tests under common data conditions. Results demonstrated that traditional difference-based tests assess equality of variances from the wrong perspective and that the proposed Levene-Wellek-Welch test for equivalence of group variances the best performing test for detecting equivalence. An R function is provided in order to facilitate use of this test for equivalence of population variances.  相似文献   
7.
Purpose: There is currently no standardized testing protocol for assessing clients’ fitness/health within the Australian fitness industry. This study examined the perceptions of the feasibility of using a standardized testing protocol among Australian fitness industry professionals. Method: In 2014, 1,206 registered fitness industry professionals (aged 17–69 years) completed an online survey. Perceived feasibility for using a standardized testing protocol was assessed based on responses to 6 items. Respondents were classified as having a high level of perceived feasibility if they reported all 6 items to be “definitely feasible.” A multivariate logistic regression analysis, adjusting for demographic and fitness industry-related factors (e.g., qualification/years of experience), assessed the likelihood of having a high level of perceived feasibility. Results: Overall, 25.5% (95% CI [23.1%, 28.0%]) of the sample perceived the use of a standardized testing protocol as highly feasible. Items ranked most often as “definitely feasible” were “undertaking training to use the protocol” (55%) and “conducting follow-up testing every 6 to 12 weeks” (52%). After adjustment for the effect of confounding factors, casually employed professionals (OR = 0.63; 95% CI [0.45, 0.90]) and group instructors (OR = 0.58; 95% CI [0.41, 0.82]) were less likely to perceive standardized testing protocols as highly feasible. Conclusions: Among a large sample of Australian fitness industry professionals, slightly more than a quarter perceived using a standardized testing protocol to be highly feasible. Group instructors and casual employees perceived lower feasibility. Further research should determine the barriers to implementing a standardized testing protocol across the fitness industry.  相似文献   
8.
Purpose: An advanced system for the assessment of climbing-specific performance was developed and used to: (a) investigate the effect of arm fixation (AF) on construct validity evidence and reliability of climbing-specific finger-strength measurement; (b) assess reliability of finger-strength and endurance measurements; and (c) evaluate the relationship between finger flexor all-out test scores and climbing ability. Methods: To determine the effect of AF, 22 male climbers performed 2 maximal strength and all-out tests with AF (shoulder and elbow flexed at 90°) and without AF (shoulder flexed at 180° and elbow fully extended). To determine reliability, 9 male climbers completed 2 maximal strength tests with and without AF and an all-out and intermittent test without AF. Results: The maximal strength test without AF more strongly determined climbing ability than the test with AF (r2 = .48 and r2 = .42 for sport climbing; r2 = .66 and r2 = .42 for bouldering, respectively). Force and time variables were highly reliable; the rate of force development and fatigue index had moderate and low reliability. The maximal strength test with AF provided slightly higher reliability than without AF (intraclass correlation coefficient [ICC] = 0.94, ICC = 0.88, respectively). However, smaller maximal forces were achieved during AF (484 ± 112 N) than without AF (546 ± 132 N). All-out test average force had sufficiently high reliability (ICC = 0.92) and a relationship to sport climbing (r2 = .42) and bouldering ability (r2 = .58). Conclusion: Finger strength and endurance measurements provided sufficient construct validity evidence and high reliability for time and force parameters. Arm fixation provides more reliable results; however, the position without AF is recommended as it is more related to climbing ability.  相似文献   
9.
When playing card games, how many times should a deck be shuffled in order to achieve randomness? This article shows how card shuffling can be used as a classroom exercise to reinforce construction and interpretation of confidence intervals.  相似文献   
10.
Assessing comfort of running footwear reliably is challenging. The purpose of this study was to compare the intra-rater reliability between different assessment types, to calculate intra-individual reliability scores and to evaluate the effect of rater selection based on individual reliability scores on group level reliability. Three assessment types: ranking, Visual Analogue Scale (VAS), and Likert Scale (LS) were provided twice in six separate sessions among 30 participants, who assessed comfort of five shoes after treadmill running. Spearman's rho provided an evaluation of inter-session relative reliability and typical error as a measure of absolute reliability for each assessment type. Ranking (r?=?0.70, 95% confidence interval [CI] 0.61–0.78) yielded the highest relative reliability for overall comfort, followed by VAS (r?=?0.67, 95% CI 0.56–0.75) and LS (r?=?0.63, 95% CI 0.52–0.72), with large-scale overlaps of CIs between assessment types. The same order of assessment types was found for the percentage of reliable raters (r?≥?0.7) with 60% in ranking scale, 47% in VAS and 37% in LS. Forming subgroups corresponding to the intra-individual reliability substantially increased group level reliabilities. Based on measures of relative reliability, an extreme reduction in resolution as provided by the ranking from pairwise comparisons seems to be a valuable tool in footwear comfort assessments if assessment time is of minor importance. No preference can be provided for the two investigated rating scales. Besides the assessment type, a selection of the best raters in additional reliability checks seems to be a prerequisite for further comfort-related studies.  相似文献   
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