Building Knowledge Structures by Testing Helps Children With Mathematical Learning Difficulty.

Science.gov (United States)

Zhang, Yiyun; Zhou, Xinlin

2016-01-01

Mathematical learning difficulty (MLD) is prevalent in the development of mathematical abilities. Previous interventions for children with MLD have focused on number sense or basic mathematical skills. This study investigated whether mathematical performance of fifth grade children with MLD could be improved by developing knowledge structures by testing using a web-based curriculum learning system. A total of 142 children with MLD were recruited; half of the children were in the experimental group (using the system), and the other half were in the control group (not using the system). The children were encouraged to use the web-based learning system at home for at least a 15-min session, at least once a week, for one and a half months. The mean accumulated time of testing on the system for children in the experimental group was 56.2 min. Children in the experimental group had significantly higher scores on their final mathematical examination compared to the control group. The results suggest that web-based curriculum learning through testing that promotes the building of knowledge structures for a mathematical course was helpful for children with MLD. © Hammill Institute on Disabilities 2014.

Sex differences in mathematical achievement: Grades, national test, and self-confidence

Directory of Open Access Journals (Sweden)

Egorova, Marina S.

2016-09-01

Full Text Available Academic achievement, which is inherently an indicator of progress in the curriculum, can also be viewed as an indirect measure of cognitive development, social adaptation, and motivational climate characteristics. In addition to its direct application, academic achievement is used as a mediating factor in the study of various phenomena, from the etiology of learning disabilities to social inequality. Analysis of sex differences in mathematical achievement is considered particularly important for exploring academic achievement, since creating an adequate educational environment with equal opportunities for boys and girls serves as a prerequisite for improving the overall mathematical and technical literacy that is crucial for modern society, creates balanced professional opportunities, and destroys traditional stereotypes about the roles of men and women in society. The objective of our research was to analyze sex differences in mathematical achievement among high school students and to compare various methods for diagnosing academic performance, such as school grades, test scores, and self-concept. The results were obtained through two population studies whose samples are representative of the Russian population in the relevant age group. Study 1 looked at sex differences in math grades among twins (n = 1,234 pairs and singletons (n = 2,227 attending high school. The sample of Study 2 comprised all twins who took the Unified State Examination in 2010–2012. The research analyzed sex differences in USE math scores across the entire sample and within the extreme subgroups. It also explored differences between boys and girls in opposite-sex dizygotic (DZ twin pairs. The key results were as follows. No difference in mathematical achievement was observed between twins and singletons. Sex differences were found in all measures of mathematical achievement. Girls had higher school grades in math than boys, while boys outperformed girls in USE math

Investigating Kindergarteners' Number Sense and Self-Regulation Scores in Relation to Their Mathematics and Turkish Scores in Middle School

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Ivrendi, Asiye

2016-01-01

Number sense and self-regulation are considered foundational skills for later school learning. This study aimed to investigate the predictive power of kindergarten children's number sense and self-regulation scores on their mathematics and Turkish language examination scores in the 5th and 6th grades. The participants in this study were 5th grade…

Examining the Relationship between Students' Mathematics Test Scores and Computer Use at Home and at School

Science.gov (United States)

O'Dwyer, Laura M.; Russell, Michael; Bebell, Damian; Seeley, Kevon

2008-01-01

Over the past decade, standardized test results have become the primary tool used to judge the effectiveness of schools and educational programs, and today, standardized testing serves as the keystone for educational policy at the state and federal levels. This paper examines the relationship between fourth grade mathematics achievement and…

Comprehensive School Reform and Standardized Test Scores in Illinois Elementary and Middle Schools

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McEnroe, James D.

2010-01-01

The study examined the effects of the federally funded Comprehensive School Reform (CSR) program on student performance on mandated standardized tests. The study focused on the mathematics and reading scores of Illinois public elementary and middle and junior high school students. The federal CSR program provided Illinois schools with an annual…

Multiple-Choice versus Constructed-Response Tests in the Assessment of Mathematics Computation Skills.

Science.gov (United States)

Gadalla, Tahany M.

The equivalence of multiple-choice (MC) and constructed response (discrete) (CR-D) response formats as applied to mathematics computation at grade levels two to six was tested. The difference between total scores from the two response formats was tested for statistical significance, and the factor structure of items in both response formats was…

Developing teaching material based on realistic mathematics andoriented to the mathematical reasoning and mathematical communication

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Fitria Habsah

2017-05-01

Full Text Available This research aims to produce mathematics textbook for grade VII junior high school students based on realistic mathematics and oriented to the mathematical reasoning and mathematical communication. The quality is determined based on Nieveen criteria, including validity, practicality, and effectiveness.This study was a research and development and used Borg & Gall model. The subject of this research were the students of SMPN 2 Pujon-Kabupaten Malang, that is 30 students in an experimental class (using the developed textbook and 29 students in a control class (using BSE book from the government. The teaching material was categorized valid if the expert's judgment at least is categorized as “good”. The teaching material was categorized practical if both of teachers and students assessment at least categorized as “good”. The teaching material was categorized effectively if minimum 75% of student scores at least is categorized as “good” for the mathematical reasoning test and mathematical communication test. This research resulted in a valid, practical, and effective teaching material. The resulted of the validation show that material teaching is valid. The resulted of teachers and students assessment show that the product is practical. The tests scores show that the product is effective. Percentage of students who categorized at least as “good” is 83,33% for the mathematical reasoning and 86,67% for the mathematical communication. The resulted of statistic test shows that the product more effective than the BSE book from the government in terms of mathematical reasoning and mathematical communication.

Transitioning the GED[R] Mathematics Test to Computer with and without Accommodations: A Pilot Project

Science.gov (United States)

Patterson, Margaret Becker; Higgins, Jennifer; Bozman, Martha; Katz, Michael

2011-01-01

We conducted a pilot study to see how the GED Mathematics Test could be administered on computer with embedded accessibility tools. We examined test scores and test-taker experience. Nineteen GED test centers across five states and 216 randomly assigned GED Tests candidates participated in the project. GED candidates completed two GED mathematics…

What Do Test Scores Really Mean? A Latent Class Analysis of Danish Test Score Performance

DEFF Research Database (Denmark)

Munk, Martin D.; McIntosh, James

2014-01-01

Latent class Poisson count models are used to analyze a sample of Danish test score results from a cohort of individuals born in 1954-55, tested in 1968, and followed until 2011. The procedure takes account of unobservable effects as well as excessive zeros in the data. We show that the test scores...... of intelligence explain a significant proportion of the variation in test scores. This adds to the complexity of interpreting test scores and suggests that school culture and possible incentive problems make it more di¢ cult to understand what the tests measure....

Interest in mathematics and science among students having high mathematics aptitude

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Ely, Jane Alice

The study investigates why men and women differ in their interest in mathematics and science and in the pursuit of careers in mathematics and science. The most persistent gender differential in educational standard testing is the scores in mathematics achievement. The mean Scholastic Aptitude Test (Mathematics) scores for women are consistently below that of men by about 40 points. One result of this gender differential in mathematics is that few women entertain a career requiring a robust knowledge of higher mathematics (i.e. engineering, computing, or the physical sciences). A large body of literature has been written attempting to explain why this is happening. Biological, cultural, structural and psychological explanations have been suggested and empirically examined. Controlling for mathematical ability is one method of sorting out these explanations. Eliminating mathematical ability as a factor, this dissertation reports the results of a study of men and women college students who all had high mathematics ability. Thus, any differences we found among them would have to be a result of other variables. Using a Mathematics Placement Exam and the SAT-M, forty-two students (12 males and 30 females) with high scores in both were interviewed. Student were asked about their experiences in high school and college mathematics, their career choices, and their attitudes toward mathematics. The findings, that there were no gender differences in the course selection, attitudes towards mathematics, and career choice, differed from my initial expectations. This negative finding suggests that women with high ability in mathematics are just as likely as men to pursue interests in mathematics and related courses in college and in selecting careers.

A weighted generalized score statistic for comparison of predictive values of diagnostic tests.

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Kosinski, Andrzej S

2013-03-15

Positive and negative predictive values are important measures of a medical diagnostic test performance. We consider testing equality of two positive or two negative predictive values within a paired design in which all patients receive two diagnostic tests. The existing statistical tests for testing equality of predictive values are either Wald tests based on the multinomial distribution or the empirical Wald and generalized score tests within the generalized estimating equations (GEE) framework. As presented in the literature, these test statistics have considerably complex formulas without clear intuitive insight. We propose their re-formulations that are mathematically equivalent but algebraically simple and intuitive. As is clearly seen with a new re-formulation we presented, the generalized score statistic does not always reduce to the commonly used score statistic in the independent samples case. To alleviate this, we introduce a weighted generalized score (WGS) test statistic that incorporates empirical covariance matrix with newly proposed weights. This statistic is simple to compute, always reduces to the score statistic in the independent samples situation, and preserves type I error better than the other statistics as demonstrated by simulations. Thus, we believe that the proposed WGS statistic is the preferred statistic for testing equality of two predictive values and for corresponding sample size computations. The new formulas of the Wald statistics may be useful for easy computation of confidence intervals for difference of predictive values. The introduced concepts have potential to lead to development of the WGS test statistic in a general GEE setting. Copyright © 2012 John Wiley & Sons, Ltd.

Do Test Scores Buy Happiness?

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McCluskey, Neal

2017-01-01

Since at least the enactment of No Child Left Behind in 2002, standardized test scores have served as the primary measures of public school effectiveness. Yet, such scores fail to measure the ultimate goal of education: maximizing happiness. This exploratory analysis assesses nation level associations between test scores and happiness, controlling…

Mathematics Competency Test: User's Manual.

Science.gov (United States)

Vernon, P. E.; And Others

The Mathematics Competency Test is a 46-question written test assessing mathematics achievement for groups or individuals aged 11 to adult. It is suitable for use with groups or individuals in school, college and workplace contexts. The questions are open-ended and require constructed responses rather than recognition of a correct answer in a…

Predicting occupational personality test scores.

Science.gov (United States)

Furnham, A; Drakeley, R

2000-01-01

The relationship between students' actual test scores and their self-estimated scores on the Hogan Personality Inventory (HPI; R. Hogan & J. Hogan, 1992), an omnibus personality questionnaire, was examined. Despite being given descriptive statistics and explanations of each of the dimensions measured, the students tended to overestimate their scores; yet all correlations between actual and estimated scores were positive and significant. Correlations between self-estimates and actual test scores were highest for sociability, ambition, and adjustment (r = .62 to r = .67). The results are discussed in terms of employers' use and abuse of personality assessment for job recruitment.

Mathematics Placement Test: Typical Results with Unexpected Outcomes

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Ingalls, Victoria

2011-01-01

Based on the results of a prior case-study analysis of mathematics placement at one university, the mathematics department developed and piloted a mathematics placement test. This article describes the implementation process for a mathematics placement test and further analyzes the test results for the pilot group. As an unexpected result, the…

Exploring a Source of Uneven Score Equity across the Test Score Range

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Huggins-Manley, Anne Corinne; Qiu, Yuxi; Penfield, Randall D.

2018-01-01

Score equity assessment (SEA) refers to an examination of population invariance of equating across two or more subpopulations of test examinees. Previous SEA studies have shown that score equity may be present for examinees scoring at particular test score ranges but absent for examinees scoring at other score ranges. No studies to date have…

Mathematics beliefs and achievement of a national sample of Native American students: results from the Trends in International Mathematics and Science Study (TIMSS) 2003 United States assessment.

Science.gov (United States)

House, J Daniel

2009-04-01

Recent mathematics assessment findings indicate that Native American students tend to score below students of the ethnic majority. Findings suggest that students' beliefs about mathematics are significantly related to achievement outcomes. This study examined relations between self-beliefs and mathematics achievement for a national sample of 130 Grade 8 Native American students from the Trends in International Mathematics and Science Study (TIMSS) 2003 United States sample of (M age = 14.2 yr., SD = 0.5). Multiple regression indicated several significant relations of mathematics beliefs with achievement and accounted for 26.7% of the variance in test scores. Students who earned high test scores tended to hold more positive beliefs about their ability to learn mathematics quickly, while students who earned low scores expressed negative beliefs about their ability to learn new mathematics topics.

Behavioral Indexes of Test Anxiety in Mathematics among Senior High School Students

Directory of Open Access Journals (Sweden)

DANIEL MACÍAS-MARTÍNEZ

2008-12-01

Full Text Available The study of Mathematics has been and is still a source of frustration and anxiety for a large number of students. The purpose of this study was to inquire systematically upon levels of test anxiety through behavioral and physiological procedures before and after a Math test, in 205 senior high school students. Academic worries were assessed by means of a computerized task based on the emotional version of the Stroop paradigm designed ex profeso to measure school anxiety (Hernández-Pozo, Macías & Torres, 2004. The Stroop task was administered, along with recordings of blood pressure and pulse, before and after the first Math test of the course. Academic general scores were inverse to the behavioral anxiety level, however the best Math scores were associated to middle levels of behavioral anxiety. Contradictory findings between academic performance in Math and global score, and the apparent lack of gender difference in anxiety measured through behavioral procedures suggests the need to review the generality of previous assertions relating academic performance inversely with levels of anxiety of high school students.

Mathematical Reasoning Requirements in Swedish National Physics Tests

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Johansson, Helena

2016-01-01

This paper focuses on one aspect of mathematical competence, namely mathematical reasoning, and how this competency influences students' knowing of physics. This influence was studied by analysing the mathematical reasoning requirements upper secondary students meet when solving tasks in national physics tests. National tests are constructed to…

Mathematical literacy in undergraduates: role of gender, emotional intelligence and emotional self-efficacy

Science.gov (United States)

Tariq, Vicki N.; Qualter, Pamela; Roberts, Sian; Appleby, Yvon; Barnes, Lynne

2013-12-01

This empirical study explores the roles that Emotional Intelligence (EI) and Emotional Self-Efficacy (ESE) play in undergraduates' mathematical literacy, and the influence of EI and ESE on students' attitudes towards and beliefs about mathematics. A convenience sample of 93 female and 82 male first-year undergraduates completed a test of mathematical literacy, followed by an online survey designed to measure the students' EI, ESE and factors associated with mathematical literacy. Analysis of the data revealed significant gender differences. Males attained a higher mean test score than females and out-performed the females on most of the individual questions and the associated mathematical tasks. Overall, males expressed greater confidence in their mathematical skills, although both males' and females' confidence outweighed their actual mathematical proficiency. Correlation analyses revealed that males and females attaining higher mathematical literacy test scores were more confident and persistent, exhibited lower levels of mathematics anxiety and possessed higher mathematics qualifications. Correlation analyses also revealed that in male students, aspects of ESE were associated with beliefs concerning the learning of mathematics (i.e. that intelligence is malleable and that persistence can facilitate success), but not with confidence or actual performance. Both EI and ESE play a greater role with regard to test performance and attitudes/beliefs regarding mathematics amongst female undergraduates; higher EI and ESE scores were associated with higher test scores, while females exhibiting higher levels of ESE were also more confident and less anxious about mathematics, believed intelligence to be malleable, were more persistent and were learning goal oriented. Moderated regression analyses confirmed mathematics anxiety as a negative predictor of test performance in males and females, but also revealed that in females EI and ESE moderate the effects of anxiety on test

A Study of the Relationship between the ACT College Mathematics Readiness Standard and College Mathematics Achievement

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Harwell, Michael; Moreno, Mario; Post, Thomas

2016-01-01

This study examined the relationship between the American College Testing (ACT) college mathematics readiness standard and college mathematics achievement using a sample of students who met or exceeded the minimum 3 years high school mathematics coursework recommended by ACT. According to ACT, a student who scores 22 or higher on the ACT…

Linear-rank testing of a non-binary, responder-analysis, efficacy score to evaluate pharmacotherapies for substance use disorders.

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Holmes, Tyson H; Li, Shou-Hua; McCann, David J

2016-11-23

The design of pharmacological trials for management of substance use disorders is shifting toward outcomes of successful individual-level behavior (abstinence or no heavy use). While binary success/failure analyses are common, McCann and Li (CNS Neurosci Ther 2012; 18: 414-418) introduced "number of beyond-threshold weeks of success" (NOBWOS) scores to avoid dichotomized outcomes. NOBWOS scoring employs an efficacy "hurdle" with values reflecting duration of success. Here, we evaluate NOBWOS scores rigorously. Formal analysis of mathematical structure of NOBWOS scores is followed by simulation studies spanning diverse conditions to assess operating characteristics of five linear-rank tests on NOBWOS scores. Simulations include assessment of Fisher's exact test applied to hurdle component. On average, statistical power was approximately equal for five linear-rank tests. Under none of conditions examined did Fisher's exact test exhibit greater statistical power than any of the linear-rank tests. These linear-rank tests provide good Type I and Type II error control for comparing distributions of NOBWOS scores between groups (e.g. active vs. placebo). All methods were applied to re-analyses of data from four clinical trials of differing lengths and substances of abuse. These linear-rank tests agreed across all trials in rejecting (or not) their null (equality of distributions) at ≤ 0.05. © The Author(s) 2016.

Mathematics beliefs and instructional strategies in achievement of elementary-school students in Japan: results from the TIMSS 2003 assessment.

Science.gov (United States)

House, J Daniel

2007-04-01

Recent findings concerning mathematics assessment indicate that students in Japan consistently score above international averages. Researchers have examined specific mathematics beliefs and instructional strategies associated with mathematics achievement for students in Japan. This study examined relationships among self-beliefs, classroom instructional strategies, and mathematics achievement for a large national sample of students (N=4,207) from the TIMSS 2003 international sample of fourth graders in Japan. Several significant relationships between mathematics beliefs and test scores were found; a number of classroom teaching strategies were also significantly associated with test scores. However, multiple regression using the complete set of five mathematics beliefs and five instructional strategies explained only 25.1% of the variance in mathematics achievement test scores.

The Impact of Use of Manipulatives on the Math Scores of Grade 2 Students

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Liggett, Robert Scott

2017-01-01

Today's society places a lot of pressure on schools, teachers, and students to improve test scores. This paper discusses the possibility of using mathematical manipulatives to improve student test scores and students' attitudes towards mathematics. Forty-three Grade 2 students with age ranges between six and eight from a rural town in Saskatchewan…

Validating the Interpretations and Uses of Test Scores

Science.gov (United States)

Kane, Michael T.

2013-01-01

To validate an interpretation or use of test scores is to evaluate the plausibility of the claims based on the scores. An argument-based approach to validation suggests that the claims based on the test scores be outlined as an argument that specifies the inferences and supporting assumptions needed to get from test responses to score-based…

Analitycal Descriptive Study of Students' Critical Mathematic Thinking Ability Through Graded Response Model (Grm)

OpenAIRE

nurul, didin; zahra anasha, zara

2013-01-01

Critical mathematic thinking ability is very important to solve daily problems. But in reality, junior high school students' critical mathematic thinking ability is still low. Ability measurement such as measurement of critical mathematic thinking ability cannot be measured through multiple choices test. In that case, an essay test in which graded scoring is used as scoring technique more suitable than multiple choices test. The result of the essay test will be analyzed to describe...

Prediction of true test scores from observed item scores and ancillary data.

Science.gov (United States)

Haberman, Shelby J; Yao, Lili; Sinharay, Sandip

2015-05-01

In many educational tests which involve constructed responses, a traditional test score is obtained by adding together item scores obtained through holistic scoring by trained human raters. For example, this practice was used until 2008 in the case of GRE(®) General Analytical Writing and until 2009 in the case of TOEFL(®) iBT Writing. With use of natural language processing, it is possible to obtain additional information concerning item responses from computer programs such as e-rater(®). In addition, available information relevant to examinee performance may include scores on related tests. We suggest application of standard results from classical test theory to the available data to obtain best linear predictors of true traditional test scores. In performing such analysis, we require estimation of variances and covariances of measurement errors, a task which can be quite difficult in the case of tests with limited numbers of items and with multiple measurements per item. As a consequence, a new estimation method is suggested based on samples of examinees who have taken an assessment more than once. Such samples are typically not random samples of the general population of examinees, so that we apply statistical adjustment methods to obtain the needed estimated variances and covariances of measurement errors. To examine practical implications of the suggested methods of analysis, applications are made to GRE General Analytical Writing and TOEFL iBT Writing. Results obtained indicate that substantial improvements are possible both in terms of reliability of scoring and in terms of assessment reliability. © 2015 The British Psychological Society.

Test/score/report: Simulation techniques for automating the test process

Science.gov (United States)

Hageman, Barbara H.; Sigman, Clayton B.; Koslosky, John T.

1994-01-01

A Test/Score/Report capability is currently being developed for the Transportable Payload Operations Control Center (TPOCC) Advanced Spacecraft Simulator (TASS) system which will automate testing of the Goddard Space Flight Center (GSFC) Payload Operations Control Center (POCC) and Mission Operations Center (MOC) software in three areas: telemetry decommutation, spacecraft command processing, and spacecraft memory load and dump processing. Automated computer control of the acceptance test process is one of the primary goals of a test team. With the proper simulation tools and user interface, the task of acceptance testing, regression testing, and repeatability of specific test procedures of a ground data system can be a simpler task. Ideally, the goal for complete automation would be to plug the operational deliverable into the simulator, press the start button, execute the test procedure, accumulate and analyze the data, score the results, and report the results to the test team along with a go/no recommendation to the test team. In practice, this may not be possible because of inadequate test tools, pressures of schedules, limited resources, etc. Most tests are accomplished using a certain degree of automation and test procedures that are labor intensive. This paper discusses some simulation techniques that can improve the automation of the test process. The TASS system tests the POCC/MOC software and provides a score based on the test results. The TASS system displays statistics on the success of the POCC/MOC system processing in each of the three areas as well as event messages pertaining to the Test/Score/Report processing. The TASS system also provides formatted reports documenting each step performed during the tests and the results of each step. A prototype of the Test/Score/Report capability is available and currently being used to test some POCC/MOC software deliveries. When this capability is fully operational it should greatly reduce the time necessary

Adaptive testing with equated number-correct scoring

NARCIS (Netherlands)

van der Linden, Willem J.

1999-01-01

A constrained CAT algorithm is presented that automatically equates the number-correct scores on adaptive tests. The algorithm can be used to equate number-correct scores across different administrations of the same adaptive test as well as to an external reference test. The constraints are derived

ITC Guidelines on Quality Control in Scoring, Test Analysis, and Reporting of Test Scores

Science.gov (United States)

Allalouf, Avi

2014-01-01

The Quality Control (QC) Guidelines are intended to increase the efficiency, precision, and accuracy of the scoring, analysis, and reporting process of testing. The QC Guidelines focus on large-scale testing operations where multiple forms of tests are created for use on set dates. However, they may also be used for a wide variety of other testing…

Boys and girls who reason well mathematically.

Science.gov (United States)

Stanley, J C

1993-01-01

Since 1971 the Study of Mathematically Precocious Youth (SMPY) at Johns Hopkins University has pioneered in discovery of and provision of educational help for 12-year-old boys and girls who reason better mathematically than 99% of other 12-year-olds. SMPY originated widespread searches for such youths and special academic classes for them outside the regular school system. A regional talent search, verbal as well as mathematical, now covers all 50 states of the USA, and many varied residential summer programmes are offered across the country. These have provided educational facilitation for many thousands, and have encouraged greater curricular flexibility in schools and better articulation of in-school with out-of-school learning experiences. From the first talent search conducted by SMPY in 1972, it became obvious that boys tend to score considerably higher than girls on the College Board Scholastic Aptitude Test-Mathematical (SAT-M), a test intended mainly for college-bound 17- and 18-year-olds. This difference was reported in 1974 but attracted little attention until a controversial report in 1980 stimulated research on sex differences in various aspects of mathematics. Here I describe a study of sex differences over 10 years on 14 College Board high school achievement tests, which are taken (three usually) by bright 17- and 18-year-olds seeking admission to the USA's selective colleges and universities. Among the high scores on the European history test the ratio of males to females was greatest, 6:1. The next most sex-differentiating test was physics, 2.9:1, followed by elementary-level mathematics (mainly algebra and geometry), 2.5:1. Other ratios favouring males were, in 1991, chemistry (2.4:1), American history (2.1:1), biology (1.8:1), precalculus mathematics (1.6:1), Latin (1.6:1), French (1.4:1), modern Hebrew (1.1:1) and German (1.02:1). Tests in which more females were high scorers were literature (1.26:1), English composition (1.05:1) and Spanish (1

Speech-discrimination scores modeled as a binomial variable.

Science.gov (United States)

Thornton, A R; Raffin, M J

1978-09-01

Many studies have reported variability data for tests of speech discrimination, and the disparate results of these studies have not been given a simple explanation. Arguments over the relative merits of 25- vs 50-word tests have ignored the basic mathematical properties inherent in the use of percentage scores. The present study models performance on clinical tests of speech discrimination as a binomial variable. A binomial model was developed, and some of its characteristics were tested against data from 4120 scores obtained on the CID Auditory Test W-22. A table for determining significant deviations between scores was generated and compared to observed differences in half-list scores for the W-22 tests. Good agreement was found between predicted and observed values. Implications of the binomial characteristics of speech-discrimination scores are discussed.

Summary of Score Changes (in other Tests).

Science.gov (United States)

Cleary, T. Anne; McCandless, Sam A.

Scholastic Aptitude Test (SAT) scores have declined during the last 14 years. Similar score declines have been observed in many different testing programs, many groups, and tested areas. The declines, while not large in any given year, have been consistent over time, area, and group. The period around 1965 is critical for the interpretation of…

Assessing Mathematical Competencies: An Analysis of Swedish National Mathematics Tests

Science.gov (United States)

Boesen, Jesper; Lithner, Johan; Palm, Torulf

2018-01-01

Internationally, education reform has been directed towards describing educational goals that go beyond topic and content descriptions. The idea of mathematical competencies describes such goals. National tests have been seen as one way of communicating these goals and influence teaching. The present study analyses Swedish national tests in…

Effects of Public Preschool Expenditures on the Test Scores of 4 Graders: Evidence from TIMSS.

Science.gov (United States)

Waldfogel, Jane; Zhai, Fuhua

2008-02-01

This study examines the effects of public preschool expenditures on the math and science scores of 4(th) graders, holding constant child, family, and school characteristics, other relevant social expenditures, and country and year effects, in seven Organization for Economic Co-operation and Development (OECD) countries -- Australia, Japan, Netherlands, New Zealand, Norway, U.K., and U.S -- using data from the 1995 and 2003 Trends in International Mathematics and Science Study (TIMSS). Our results indicate that there are small but significant positive effects of public preschool expenditures on the math and science scores of 4(th) graders and preschool expenditures reduce the risk of children scoring at the low level of proficiency. We also find some evidence that children from low-resource homes and homes where the test language is not always spoken may tend to gain more from increased public preschool expenditures than other children,.

Data-driven efficient score tests for deconvolution hypotheses

NARCIS (Netherlands)

Langovoy, M.

2008-01-01

We consider testing statistical hypotheses about densities of signals in deconvolution models. A new approach to this problem is proposed. We constructed score tests for the deconvolution density testing with the known noise density and efficient score tests for the case of unknown density. The

Nursing mathematics: the importance of application.

Science.gov (United States)

Hutton, B M

This study explores the effectiveness of a revision programme in nursing mathematics for student nurses. Students who took the revision programme achieved a marked improvement in test results, although some still scored low in written tests. When interviewed, the students reported that they had difficulty applying written work in the classroom to actual calculations in the workplace. They found that only by 'doing' mathematics did the theory make sense. The author recommends that students should be encouraged to maximise the opportunities to practise mathematics in the clinical setting.

The Influence of Pre-University Students' Mathematics Test Anxiety and Numerical Anxiety on Mathematics Achievement

Science.gov (United States)

Seng, Ernest Lim Kok

2015-01-01

This study examines the relationship between mathematics test anxiety and numerical anxiety on students' mathematics achievement. 140 pre-university students who studied at one of the institutes of higher learning were being investigated. Gender issue pertaining to mathematics anxieties was being addressed besides investigating the magnitude of…

Differences in mathematics and science performance by economic status, gender, and ethnicity/race: A multiyear Texas statewide study

Science.gov (United States)

Anderson, Pamela Bennett

Purpose. The purpose of the first study was to ascertain the extent to which differences were present in the STAAR Mathematics and Science test scores by Grade 5 and Grade 8 student economic status. The purpose of the second study was to examine differences in Grade 5 STAAR Mathematics and Science test performance by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Finally, with respect to the third study in this journal-ready dissertation, the purpose was to investigate the STAAR Mathematics and Science test scores of Grade 8 students by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Method. For this journal-ready dissertation, a non-experimental, causal-comparative research design (Creswell, 2009) was used in all three studies. Grade 5 and Grade 8 STAAR Mathematics and Science test data were analyzed for the 2011-2012 through the 2014-2015 school years. The dependent variables were the STAAR Mathematics and Science test scores for Grade 5 and Grade 8. The independent variables analyzed in these studies were student economic status, gender, and ethnicity/race. Findings. Regarding the first study, statistically significant differences were present in Grade 5 and Grade 8 STAAR Mathematics and Science test scores by student economic status for each year. Moderate effect sizes (Cohen's d) were present for each year of the study for the Grade 5 STAAR Mathematics and Science exams, Grade 8 Science exams, and the 2014-2015 Grade 8 STAAR Mathematics exam. However, a small effect size was present for the 2011-2012 through 2013-2014 Grade 8 STAAR Mathematics exam. Regarding the second and third study, statistically significant differences were revealed for Grade 5 and Grade 8 STAAR Mathematics and Science test scores based on gender, with trivial effect sizes. Furthermore, statistically significant differences were present in these test scores by ethnicity/race, with moderate effects for each year of the study. With regard to

Association Between Prenatal Valproate Exposure and Performance on Standardized Language and Mathematics Tests in School-aged Children.

Science.gov (United States)

Elkjær, Lars Skou; Bech, Bodil Hammer; Sun, Yuelian; Laursen, Thomas Munk; Christensen, Jakob

2018-02-19

Valproate sodium is used for the treatment of epilepsy and other neuropsychiatric disorders in women of childbearing potential. However, there are concerns about impaired cognitive development in children who have been exposed to valproate during pregnancy. To estimate the association between long-term school performance and prenatal exposure to valproate and a number of other antiepileptic drugs (AEDs). In a prospective, population-based cohort study conducted from August 1, 2015, to May 31, 2017, data used in the study were provided by Statistics Denmark on April 15, 2016. All children born alive in Denmark between 1997 and 2006 (n = 656 496) were identified. From this cohort, children who did not participate in the national tests, with presumed coding errors in gestational age and children missing information on their mother's educational level or household income were excluded (n = 177 469) leaving 479 027 children for the analyses. Children were identified and linked across national registers that had information on exposure, covariates, and outcome. The primary outcome was performance in national tests, an academic test taken by students in Danish primary and lower secondary state schools. We assessed performance in Danish and mathematics at different grades among valproate-exposed children and compared their performance with that of unexposed children and children exposed to another AED (lamotrigine). Test scores were standardized to z scores and adjusted for risk factors. Difference in standardized z scores in Danish and mathematics tests among valproate-exposed children compared with unexposed and lamotrigine-exposed children. Of the 656 496 children identified, 479 027 children who participated in the national tests were evaluated, including children exposed to the following AEDs in monotherapy: valproate, 253; phenobarbital, 86; oxcarbazepine, 236; lamotrigine, 396; clonazepam, 188; and carbamazepine, 294. The mean (SD) age of the 244 095

Identifying genetic marker sets associated with phenotypes via an efficient adaptive score test

KAUST Repository

Cai, T.

2012-06-25

In recent years, genome-wide association studies (GWAS) and gene-expression profiling have generated a large number of valuable datasets for assessing how genetic variations are related to disease outcomes. With such datasets, it is often of interest to assess the overall effect of a set of genetic markers, assembled based on biological knowledge. Genetic marker-set analyses have been advocated as more reliable and powerful approaches compared with the traditional marginal approaches (Curtis and others, 2005. Pathways to the analysis of microarray data. TRENDS in Biotechnology 23, 429-435; Efroni and others, 2007. Identification of key processes underlying cancer phenotypes using biologic pathway analysis. PLoS One 2, 425). Procedures for testing the overall effect of a marker-set have been actively studied in recent years. For example, score tests derived under an Empirical Bayes (EB) framework (Liu and others, 2007. Semiparametric regression of multidimensional genetic pathway data: least-squares kernel machines and linear mixed models. Biometrics 63, 1079-1088; Liu and others, 2008. Estimation and testing for the effect of a genetic pathway on a disease outcome using logistic kernel machine regression via logistic mixed models. BMC bioinformatics 9, 292-2; Wu and others, 2010. Powerful SNP-set analysis for case-control genome-wide association studies. American Journal of Human Genetics 86, 929) have been proposed as powerful alternatives to the standard Rao score test (Rao, 1948. Large sample tests of statistical hypotheses concerning several parameters with applications to problems of estimation. Mathematical Proceedings of the Cambridge Philosophical Society, 44, 50-57). The advantages of these EB-based tests are most apparent when the markers are correlated, due to the reduction in the degrees of freedom. In this paper, we propose an adaptive score test which up- or down-weights the contributions from each member of the marker-set based on the Z-scores of

A Human Capital Model of Educational Test Scores

DEFF Research Database (Denmark)

McIntosh, James; D. Munk, Martin

Latent class Poisson count models are used to analyze a sample of Danish test score results from a cohort of individuals born in 1954-55 and tested in 1968. The procedure takes account of unobservable effects as well as excessive zeros in the data. The bulk of unobservable effects are uncorrelated...... with observable parental attributes and, thus, are environmental rather than genetic in origin. We show that the test scores measure manifest or measured ability as it has evolved over the life of the respondent and is, thus, more a product of the human capital formation process than some latent or fundamental...... measure of pure cognitive ability. We find that variables which are not closely associated with traditional notions of intelligence explain a significant proportion of the variation in test scores. This adds to the complexity of interpreting test scores and suggests that school culture, attitudes...

Number sense in infancy predicts mathematical abilities in childhood.

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Starr, Ariel; Libertus, Melissa E; Brannon, Elizabeth M

2013-11-05

Human infants in the first year of life possess an intuitive sense of number. This preverbal number sense may serve as a developmental building block for the uniquely human capacity for mathematics. In support of this idea, several studies have demonstrated that nonverbal number sense is correlated with mathematical abilities in children and adults. However, there has been no direct evidence that infant numerical abilities are related to mathematical abilities later in childhood. Here, we provide evidence that preverbal number sense in infancy predicts mathematical abilities in preschool-aged children. Numerical preference scores at 6 months of age correlated with both standardized math test scores and nonsymbolic number comparison scores at 3.5 years of age, suggesting that preverbal number sense facilitates the acquisition of numerical symbols and mathematical abilities. This relationship held even after controlling for general intelligence, indicating that preverbal number sense imparts a unique contribution to mathematical ability. These results validate the many prior studies purporting to show number sense in infancy and support the hypothesis that mathematics is built upon an intuitive sense of number that predates language.

Effects of Public Preschool Expenditures on the Test Scores of 4th Graders: Evidence from TIMSS

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Waldfogel, Jane; Zhai, Fuhua

2011-01-01

This study examines the effects of public preschool expenditures on the math and science scores of 4th graders, holding constant child, family, and school characteristics, other relevant social expenditures, and country and year effects, in seven Organization for Economic Co-operation and Development (OECD) countries -- Australia, Japan, Netherlands, New Zealand, Norway, U.K., and U.S -- using data from the 1995 and 2003 Trends in International Mathematics and Science Study (TIMSS). Our results indicate that there are small but significant positive effects of public preschool expenditures on the math and science scores of 4th graders and preschool expenditures reduce the risk of children scoring at the low level of proficiency. We also find some evidence that children from low-resource homes and homes where the test language is not always spoken may tend to gain more from increased public preschool expenditures than other children,. PMID:21442008

Results of Third-Grade Students in a Reform Curriculum on the Illinois State Mathematics Test.

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Carroll, William M.

1997-01-01

Reports on the results of the reform curriculum of the University of Chicago School Mathematics Project's elementary curriculum, Everyday Mathematics, for third-grade students. Results included the fact that only 2% of UCSMP students failed to meet state goals. UCSMP students also scored well in all mathematical areas including number skills and…

Facilitating the Interpretation of English Language Proficiency Scores: Combining Scale Anchoring and Test Score Mapping Methodologies

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Powers, Donald; Schedl, Mary; Papageorgiou, Spiros

2017-01-01

The aim of this study was to develop, for the benefit of both test takers and test score users, enhanced "TOEFL ITP"® test score reports that go beyond the simple numerical scores that are currently reported. To do so, we applied traditional scale anchoring (proficiency scaling) to item difficulty data in order to develop performance…

Stereotype Threat, Test Anxiety, and Mathematics Performance

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Tempel, Tobias; Neumann, Roland

2014-01-01

We investigated the combined effects of stereotype threat and trait test anxiety on mathematics test performance. Stereotype threat and test anxiety interacted with each other in affecting performance. Trait test anxiety predicted performance only in a diagnostic condition that prevented stereotype threat by stereotype denial. A state measure of…

The Truth about Scores Children Achieve on Tests.

Science.gov (United States)

Brown, Jonathan R.

1989-01-01

The importance of using the standard error of measurement (SEm) in determining reliability in test scores is emphasized. The SEm is compared to the hypothetical true score for standardized tests, and procedures for calculation of the SEm are explained. (JDD)

Using Logistic Regression for Validating or Invalidating Initial Statewide Cut-Off Scores on Basic Skills Placement Tests at the Community College Level

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Secolsky, Charles; Krishnan, Sathasivam; Judd, Thomas P.

2013-01-01

The community colleges in the state of New Jersey went through a process of establishing statewide cut-off scores for English and mathematics placement tests. The colleges wanted to communicate to secondary schools a consistent preparation that would be necessary for enrolling in Freshman Composition and College Algebra at the community college…

Teaching using moodle in mathematics education

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Handayanto, A.; Supandi, S.; Ariyanto, L.

2018-05-01

The aim of this study is to determine the effect of Learning Modeling System (LMS) Moodle in learning. The population is taken from all students of Mathematics Education, University of PGRI Semarang. The sample was randomly selected from five different course groups. The initial score is taken from the semester test, and the final score is taken through the semester test after the five groups are taught using Moodle. The results of both test results are compared to find out the increase in learning outcomes. Meanwhile, the student's attitude toward learning is taken through his mathematical disposition through questionnaire. The results show that there was a significant increase in exam results on the final exam of the semester. This result is supported by student learning interest which increases on average after using LMS Moodle taken from disposition data.

Do Inequalities in Parents' Education Play an Important Role in PISA Students' Mathematics Achievement Test Score Disparities?

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Martins, Lurdes; Veiga, Paula

2010-01-01

This paper measures and decomposes socioeconomic-related inequality in mathematics achievement in 15 European Union member states. Data is taken from the 2003 wave of the OECD Programme for International Student Assessment (PISA). There is socioeconomic-related inequality in mathematics achievement, favoring the higher socioeconomic groups in each…

Predicting Freshman Grade Point Average From College Admissions Test Scores and State High School Test Scores

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Daniel Koretz

2016-09-01

Full Text Available The current focus on assessing “college and career readiness” raises an empirical question: How do high school tests compare with college admissions tests in predicting performance in college? We explored this using data from the City University of New York and public colleges in Kentucky. These two systems differ in the choice of college admissions test, the stakes for students on the high school test, and demographics. We predicted freshman grade point average (FGPA from high school GPA and both college admissions and high school tests in mathematics and English. In both systems, the choice of tests had only trivial effects on the aggregate prediction of FGPA. Adding either test to an equation that included the other had only trivial effects on prediction. Although the findings suggest that the choice of test might advantage or disadvantage different students, it had no substantial effect on the over- and underprediction of FGPA for students classified by race-ethnicity or poverty.

Propensity Score Matching Helps to Understand Sources of DIF and Mathematics Performance Differences of Indonesian, Turkish, Australian, and Dutch Students in PISA

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Arikan, Serkan; van de Vijver, Fons J. R.; Yagmur, Kutlay

2018-01-01

We examined Differential Item Functioning (DIF) and the size of cross-cultural performance differences in the Programme for International Student Assessment (PISA) 2012 mathematics data before and after application of propensity score matching. The mathematics performance of Indonesian, Turkish, Australian, and Dutch students on released items was…

Equating TIMSS Mathematics Subtests with Nonlinear Equating Methods Using NEAT Design: Circle-Arc Equating Approaches

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Ozdemir, Burhanettin

2017-01-01

The purpose of this study is to equate Trends in International Mathematics and Science Study (TIMSS) mathematics subtest scores obtained from TIMSS 2011 to scores obtained from TIMSS 2007 form with different nonlinear observed score equating methods under Non-Equivalent Anchor Test (NEAT) design where common items are used to link two or more test…

Grade 9 Pilot Test. Mathematics. June 1988 = 9e Annee Test Pilote. Mathematiques. Juin 1988.

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Alberta Dept. of Education, Edmonton.

This pilot test for ninth grade mathematics is written in both French and English. The test consists of 75 multiple-choice items. Students are given 90 minutes to complete the examination and the use of a calculator is highly recommended. The test content covers a wide range of mathematical topics including: decimals; exponents; arithmetic word…

CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations Among Indices and Unique Predictions With a State Achievement Test.

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Codding, Robin S; Petscher, Yaacov; Truckenmiller, Adrea

2015-05-01

A paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screening measures will be used that address various academic subject areas. The value of including different CBM indices measures is not well understood. The purpose of this study was to (a) examine the relationship among a variety of reading, writing, and mathematics CBM indices administered to 249 seventh-grade students; (b) investigate amount and patterns of growth; and (c) examine predictive validity to a high-stakes state test using latent factor analysis and multiple indicator growth models. Results indicated strong correspondence among CBM types for fall static scores but weak relationships among slopes. Different patterns of growth were yielded for CBM writing than for CBM reading and mathematics. Findings from this study suggested that although reading, mathematics, and writing CBM were independently and moderately related to both English Language Arts and Math test scores, reading was the strongest predictor when all 3 CBM constructs were considered jointly.

[Differential diagnosis of primary and secondary mathematical learning disability – indications from the dyscalculia test Basis-Math 4–8].

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Krinzinger, Helga

2016-09-01

Studies in children with AD(H)D without mathematical learning disability (MLD) as well as studies on the effects of methylphenidate on arithmetic have shown that most deficits in mathematics and most error types commonly described as specific to developmental dyscalculia (e. g., finger-counting, fact-retrieval deficit, complex counting, difficulties with carry/borrow procedures, self-corrections) cannot be classified as such and should thus not be used for the differential diagnosis of primary dyscalculia and secondary MLD. This article proposes using the overall score in the dyscalculia test Basis-Math 4-8 (Moser Opitz et al., 2010) as well as implausible subtraction errors as a marker for dyscalculia and the number of self-corrections made during the test as a cognitive marker for attention deficits. Hierarchical cluster analyses were calculated in a sample of 51 clinically referred children with normal IQ and suspicion of MLD, using IQ, years of schooling, overall score of the Basis-Math 4–8 and number of self-corrections in this test as variables. The results revealed a subgroup with primary dyscalculia as well as three subgroups with secondary MLD (two with attention deficit hyperactivity disorder, one with depression and one small subgroup with high IQ). In conclusion, the Basis-Math 4–8 (Moser Opitz et al., 2010) can offer substantial information for the differential diagnosis of dyscalculia and secondary deficits in mathematics due to attention problems and enable optimization of treatment decisions for the different groups.

Promoting middle school students’ mathematical creative thinking ability using scientific approach

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Istiqomah, A.; Perbowo, K. S.; Purwanto, S. E.

2018-01-01

This research aims to identify the strength of scientific approach in order to develop mathematical creative thinking in junior high school. Descriptive qualitative method is used in this research. 34 students in 7th grade are chosen using purposive sampling. For collecting data, this research uses test, observation, and interview. The test consists of 6 items which have been tested for their validity and reliability and used in pre-test and post-test. The pre-test shows that students average score in mathematical creative thinking is 43 (low), while in post-test it is 69 (middle). The N-gain in mathematical creative thinking point is 0.461, which is classified in the middle grade. Furthermore, the N-gain for each indicator, they score 0.438 for fluency; 0.568 for flexibility; and 0.382 for novelty. The N-gain for those indicators falls under middle grade. The research shows that scientific approach develops more flexibility, and, on the other hand, it develops less novelty.

Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties

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Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun

2015-01-01

Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil’s Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children’s LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions. PMID:26090806

Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties.

Directory of Open Access Journals (Sweden)

Yinghui Lai

Full Text Available Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA and mathematical metacognition on word problem solving (WPS. We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56 with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA, typical achieving (TA, low achieving (LA, and mathematical learning difficulty (MLD. Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA than the TA and HA children, but not in mathematical evaluation anxiety (MEA. MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.

Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties.

Science.gov (United States)

Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun

2015-01-01

Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.

Deaf college students' mathematical skills relative to morphological knowledge, reading level, and language proficiency.

Science.gov (United States)

Kelly, Ronald R; Gaustad, Martha G

2007-01-01

This study of deaf college students examined specific relationships between their mathematics performance and their assessed skills in reading, language, and English morphology. Simple regression analyses showed that deaf college students' language proficiency scores, reading grade level, and morphological knowledge regarding word segmentation and meaning were all significantly correlated with both the ACT Mathematics Subtest and National Technical Institute for the Deaf (NTID) Mathematics Placement Test scores. Multiple regression analyses identified the best combination from among these potential independent predictors of students' performance on both the ACT and NTID mathematics tests. Additionally, the participating deaf students' grades in their college mathematics courses were significantly and positively associated with their reading grade level and their knowledge of morphological components of words.

Effects of Absence and Cognitive Skills Index on Various Achievement Indicators. A Study of ISTEP Scores, Discrepancies, and School-Based Math and English Tests of 1997-1998 Seventh Grade Students at Sarah Scott Middle School, Terre Haute, Indiana.

Science.gov (United States)

Davis, Holly S.

This study examines the correlation between absence, cognitive skills index (CSI), and various achievement indicators such as the Indiana Statewide Testing for Educational Progress (ISTEP) test scores, discrepancies, and school-based English and mathematics tests for 64 seventh-grade students from one middle school. Scores for each of the subtests…

Prevalence of Mathematic Disability in Primary Schools

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Siavash Talepasand

2012-04-01

Full Text Available Objectives: One of the issues that have consistently been the concern for the health affair specialists and cure and massive social governors in health fields is the rate of disorders prevalence, diseases and the related subjects to epidemiology. Purpose of this study was to estimate the prevalence of mathematic disability amongst primary schools of Karaj. Methods: Totally 432 students were selected with multi-stage sampling method. Participants completed Raven test, Frostig Visual-Perception test and Wepman Auditory discrimination test, Rutter behavioral questionnaire and Iran Key-math test. In order to diagnosis mathematic disability, inter criterion was normal quotient intelligence and out criteria were to have one of visual perception, auditory and behavioral problems. The participants whose total standard scores in Iran Key-math test were one standard deviation below the mean were selected as a mathematical disability (MD. Results: The mathematic disability prevalence in primary students was estimated 0.46%. In addition, proportion of mathematic disability prevalence was not function of gender or grade. Discussion: The findings demonstrated that the prevalence of mathematic disability is much less than the previous researches. A possible explanation was that inappropriate screening co morbid disorders with the mathematic disability. The theoretical implications of findings are discussed in detail.

Volleyball Scoring Systems.

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Calhoun, William; Dargahi-Noubary, G. R.; Shi, Yixun

2002-01-01

The widespread interest in sports in our culture provides an excellent opportunity to catch students' attention in mathematics and statistics classes. One mathematically interesting aspect of volleyball, which can be used to motivate students, is the scoring system. (MM)

Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety.

Science.gov (United States)

Devine, Amy; Fawcett, Kayleigh; Szűcs, Dénes; Dowker, Ann

2012-07-09

Mathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys' mathematics performance is more negatively affected by MA than girls' performance is. The aim of the current study was to measure girls' and boys' mathematics performance as well as their levels of MA while controlling for test anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies. Four-hundred and thirty three British secondary school children in school years 7, 8 and 10 completed customised mental mathematics tests and MA and TA questionnaires. No gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys. Girls and boys showed a positive correlation between MA and TA and a negative correlation between MA and mathematics performance. TA was also negatively correlated with mathematics performance, but this relationship was stronger for girls than for boys. When controlling for TA, the negative correlation between MA and performance remained for girls only. Regression analyses revealed that MA was a significant predictor of performance for girls but not for boys. Our study has revealed that secondary school children experience MA. Importantly, we controlled for TA which is typically not controlled for in MA studies. Girls showed higher levels of MA than boys and high levels of MA were related to poorer levels of mathematics performance. As well as potentially having a detrimental effect on 'online' mathematics performance, past research has shown that high levels of MA can have negative consequences for later mathematics education. Therefore MA warrants attention in the mathematics classroom, particularly because

Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety

Science.gov (United States)

2012-01-01

Background Mathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys’ mathematics performance is more negatively affected by MA than girls’ performance is. The aim of the current study was to measure girls’ and boys’ mathematics performance as well as their levels of MA while controlling for test anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies. Methods Four-hundred and thirty three British secondary school children in school years 7, 8 and 10 completed customised mental mathematics tests and MA and TA questionnaires. Results No gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys. Girls and boys showed a positive correlation between MA and TA and a negative correlation between MA and mathematics performance. TA was also negatively correlated with mathematics performance, but this relationship was stronger for girls than for boys. When controlling for TA, the negative correlation between MA and performance remained for girls only. Regression analyses revealed that MA was a significant predictor of performance for girls but not for boys. Conclusions Our study has revealed that secondary school children experience MA. Importantly, we controlled for TA which is typically not controlled for in MA studies. Girls showed higher levels of MA than boys and high levels of MA were related to poorer levels of mathematics performance. As well as potentially having a detrimental effect on ‘online’ mathematics performance, past research has shown that high levels of MA can have negative consequences for later mathematics education. Therefore MA warrants attention in

Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety

Directory of Open Access Journals (Sweden)

Devine Amy

2012-07-01

Full Text Available Abstract Background Mathematics anxiety (MA, a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys’ mathematics performance is more negatively affected by MA than girls’ performance is. The aim of the current study was to measure girls’ and boys’ mathematics performance as well as their levels of MA while controlling for test anxiety (TA a construct related to MA but which is typically not controlled for in MA studies. Methods Four-hundred and thirty three British secondary school children in school years 7, 8 and 10 completed customised mental mathematics tests and MA and TA questionnaires. Results No gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys. Girls and boys showed a positive correlation between MA and TA and a negative correlation between MA and mathematics performance. TA was also negatively correlated with mathematics performance, but this relationship was stronger for girls than for boys. When controlling for TA, the negative correlation between MA and performance remained for girls only. Regression analyses revealed that MA was a significant predictor of performance for girls but not for boys. Conclusions Our study has revealed that secondary school children experience MA. Importantly, we controlled for TA which is typically not controlled for in MA studies. Girls showed higher levels of MA than boys and high levels of MA were related to poorer levels of mathematics performance. As well as potentially having a detrimental effect on ‘online’ mathematics performance, past research has shown that high levels of MA can have negative consequences for later mathematics education

Factors Predicting Mathematics Achievement of 8th Graders in TIMSS 2015

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Mehmet Hayri SARI

2017-09-01

Full Text Available In the study, it is aimed to investigate the student, teacher and school factors predicting mathematics achievement of Turkish 8th grade students in TIMSS 2015. The group of the study consists of 6079 students and 220 teachers who attended TIMSS from Turkey. The data of the study was obtained from student and teacher questionnaires and mathematics cognitive test scores. In the data analysis, multilevel regression analysis was used in which dependent variables were plausible mathematics scores and independent variables were student, teacher and school scale scores. According to results, 34% percent of student-level variance was explained by student-level variables. It was found that self-confidence level of students was the most important predictor of mathematics achievement among student-level variables. Additionally, educational resources at home variable was also among the important predictors of mathematics achievement. Teacher and school factors explained 29% of between school variance. Among these variables, school emphasis on academic success and teaching limited by student needs were two significant variables that could predict mathematics achievement of students.

Mathematics beliefs and achievement of adolescent students in Japan: results from the TIMSS 1999 assessment.

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House, J Daniel

2005-12-01

A recent study (1) of undergraduate students in a precalculus course indicated that they expressed slightly positive attitudes toward mathematics. It is important, however, to examine relationships between students' initial attitudes and achievement outcomes. The present purpose was to assess the relationship between self-beliefs and mathematics achievement for a large national sample of students from the TIMSS 1999 international sample (eighth graders) from Japan. Several significant relationships between mathematics beliefs and test scores were noted. In addition, the overall multiple regression equation that assessed the joint significance of the complete set of self-belief variables was significant (F7.65 = 159.48, p < .001) and explained 20.6% of the variance in mathematics achievement test scores.

Effect of teaching mathematics using GeoGebra on students' with dissimilar spatial visualisation

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Bakar, Kamariah Abu; Ayub, Ahmad Fauzi Mohd; Tarmizi, Rohani Ahmad; Luan, Wong Su

2015-10-01

This study examined the effects of GeoGebra on mathematics performance of students with different spatial visualization. A qusai-experimental, pretest-posttest control group design was conducted. A total of 71 students from two intact groups were involved in the study. They were in two groups and each group was randonly assigned to the experimental group (36 students) and control group (35 students). A spatial visual test to identify students with high or low visualization, and a mathematics performance pre-test were administered at the initial stage of this study. A post-test was administered after 12 weeks of treatment using GeoGebra. Analyses of Covarion (ANCOVA) was used to adjust for the pre-test score. Findings showed that the group with access to GeoGebra achieved significantly better test scores in the posttest as compared to the group which followed the traditional teaching method. A two-way ANCOVA used to analyse the effect of students' spatial visualization on post-test performance showed that there was no effect. The results from this study suggested that using GeoGebra had helped the students to score better in the posttest. However, there is no significance difference on mathematics performances on students with difference types of spatial visualisastion. This study indicates that GeoGebra is useful in enhancing the teaching and learning of mathematics.

Improving personality facet scores with multidimensional computer adaptive testing

DEFF Research Database (Denmark)

Makransky, Guido; Mortensen, Erik Lykke; Glas, Cees A W

2013-01-01

personality tests contain many highly correlated facets. This article investigates the possibility of increasing the precision of the NEO PI-R facet scores by scoring items with multidimensional item response theory and by efficiently administering and scoring items with multidimensional computer adaptive...

Does the cognitive reflection test measure cognitive reflection? A mathematical modeling approach.

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Campitelli, Guillermo; Gerrans, Paul

2014-04-01

We used a mathematical modeling approach, based on a sample of 2,019 participants, to better understand what the cognitive reflection test (CRT; Frederick In Journal of Economic Perspectives, 19, 25-42, 2005) measures. This test, which is typically completed in less than 10 min, contains three problems and aims to measure the ability or disposition to resist reporting the response that first comes to mind. However, since the test contains three mathematically based problems, it is possible that the test only measures mathematical abilities, and not cognitive reflection. We found that the models that included an inhibition parameter (i.e., the probability of inhibiting an intuitive response), as well as a mathematical parameter (i.e., the probability of using an adequate mathematical procedure), fitted the data better than a model that only included a mathematical parameter. We also found that the inhibition parameter in males is best explained by both rational thinking ability and the disposition toward actively open-minded thinking, whereas in females this parameter was better explained by rational thinking only. With these findings, this study contributes to the understanding of the processes involved in solving the CRT, and will be particularly useful for researchers who are considering using this test in their research.

The Effect of Mock Tests on Iranian EFL learners’ Test Scores

Directory of Open Access Journals (Sweden)

Hossein Khodabakhshzadeh

2016-07-01

Full Text Available The effect of using tests in test preparation courses has been subject to debate. While some scholars such as Yang and Badger (2015 believe it is a cause of positive washback effect, others argue that this issue is tentative and context-bound (Green, 2007. Therefore, this study investigated the effect of using Mock tests in International English Language Testing System (IELTS preparation courses on students’ overall IELTS scores. Fifty one IELTS students were selected non-randomly through the quota sampling approach out of 76 students at Mahan Language Institute in Birjand, Iran.  These participants were distributed into Group 1 (n=25 and Group 2 (n=26. A complete IELTS test was administered to ensure that the Groups were homogeneous and to serve as pretest. After 10 sessions of intervention, a different IELTS test was administered as posttest. The results of between subject analysis through independent samples t-test revealed that using Mock tests in the IELTS preparation courses can positively affect the participants scores on IELTS exam. Pedagogical implications are discussed.

DEVELOPING STUDENTS’ ABILITY OF MATHEMATICAL CONNECTION THROUGH USING OUTDOOR MATHEMATICS LEARNING

Directory of Open Access Journals (Sweden)

Saleh Haji

2017-01-01

Full Text Available The Purpose of this study is to determine the achievement and improvement of students’ mathematical connectionability through using outdoor mathematics learning. 64 students from the fifth grade of Primary School at SDN 65 and SDN 67 Bengkulu City were taken as the sample of this study. While the method of the research used in this research is experiment with quasi-experimental designs non-equivalent control group. The results of the study are as follows: (1 There is an increasing ability found in mathematical connection of students whom taught by using outdoors mathematics learning is 0,53; (2 Based on statical computation that achievement of students’ ability of mathematical connection is taught by using outdoor mathematics learning score is 71,25. It is higher than the students score 66,25 which were taught by using the conventional learning. So as to improve students’ mathematical connection, teachers are suggested to use the outdoors mathematics learning

Reporting Diagnostic Scores in Educational Testing: Temptations, Pitfalls, and Some Solutions

Science.gov (United States)

Sinharay, Sandip; Puhan, Gautam; Haberman, Shelby J.

2010-01-01

Diagnostic scores are of increasing interest in educational testing due to their potential remedial and instructional benefit. Naturally, the number of educational tests that report diagnostic scores is on the rise, as are the number of research publications on such scores. This article provides a critical evaluation of diagnostic score reporting…

Low and High Mathematics Achievement in Japanese, Chinese, and American Elementary-School Children.

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Uttal, David H.; And Others

1988-01-01

First and fifth grade students who scored high or low on a mathematics test were tested for intellectual ability and reading achievement. Students and their mothers were interviewed. Results indicated that factors associated with levels of achievement in mathematics operate in a similar fashion across three cultures that differ greatly in their…

Predicting Student Success in a Major's Introductory Biology Course via Logistic Regression Analysis of Scientific Reasoning Ability and Mathematics Scores

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Thompson, E. David; Bowling, Bethany V.; Markle, Ross E.

2018-02-01

Studies over the last 30 years have considered various factors related to student success in introductory biology courses. While much of the available literature suggests that the best predictors of success in a college course are prior college grade point average (GPA) and class attendance, faculty often require a valuable predictor of success in those courses wherein the majority of students are in the first semester and have no previous record of college GPA or attendance. In this study, we evaluated the efficacy of the ACT Mathematics subject exam and Lawson's Classroom Test of Scientific Reasoning in predicting success in a major's introductory biology course. A logistic regression was utilized to determine the effectiveness of a combination of scientific reasoning (SR) scores and ACT math (ACT-M) scores to predict student success. In summary, we found that the model—with both SR and ACT-M as significant predictors—could be an effective predictor of student success and thus could potentially be useful in practical decision making for the course, such as directing students to support services at an early point in the semester.

A process dissociation approach to objective-projective test score interrelationships.

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Bornstein, Robert F

2002-02-01

Even when self-report and projective measures of a given trait or motive both predict theoretically related features of behavior, scores on the 2 tests correlate modestly with each other. This article describes a process dissociation framework for personality assessment, derived from research on implicit memory and learning, which can resolve these ostensibly conflicting results. Research on interpersonal dependency is used to illustrate 3 key steps in the process dissociation approach: (a) converging behavioral predictions, (b) modest test score intercorrelations, and (c) delineation of variables that differentially affect self-report and projective test scores. Implications of the process dissociation framework for personality assessment and test development are discussed.

A Follow-up Study of Two Methods of Teaching Mathematics: Traditional versus New Math

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Walton, Gene A.; And Others

1977-01-01

When high school mathematics grades and test scores were analyzed, findings showed that high- and middle-ability students who had a modern mathematics course in the seventh grade received significantly higher grades in Algebra I, II, III, and Geometry than did students who had a traditional seventh grade mathematics course. (DT)

A prognostic scoring system for arm exercise stress testing.

Science.gov (United States)

Xie, Yan; Xian, Hong; Chandiramani, Pooja; Bainter, Emily; Wan, Leping; Martin, Wade H

2016-01-01

Arm exercise stress testing may be an equivalent or better predictor of mortality outcome than pharmacological stress imaging for the ≥50% for patients unable to perform leg exercise. Thus, our objective was to develop an arm exercise ECG stress test scoring system, analogous to the Duke Treadmill Score, for predicting outcome in these individuals. In this retrospective observational cohort study, arm exercise ECG stress tests were performed in 443 consecutive veterans aged 64.1 (11.1) years. (mean (SD)) between 1997 and 2002. From multivariate Cox models, arm exercise scores were developed for prediction of 5-year and 12-year all-cause and cardiovascular mortality and 5-year cardiovascular mortality or myocardial infarction (MI). Arm exercise capacity in resting metabolic equivalents (METs), 1 min heart rate recovery (HRR) and ST segment depression ≥1 mm were the stress test variables independently associated with all-cause and cardiovascular mortality by step-wise Cox analysis (all pstatistic of 0.81 before and 0.88 after adjustment for significant demographic and clinical covariates. Arm exercise scores for the other outcome end points yielded C-statistic values of 0.77-0.79 before and 0.82-0.86 after adjustment for significant covariates versus 0.64-0.72 for best fit pharmacological myocardial perfusion imaging models in a cohort of 1730 veterans who were evaluated over the same time period. Arm exercise scores, analogous to the Duke Treadmill Score, have good power for prediction of mortality or MI in patients who cannot perform leg exercise.

School Context and Gender Differences in Mathematical Performance among School Graduates in Russia

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Bessudnov, Alexey; Makarov, Alexey

2015-01-01

Gender differences in mathematical performance have received considerable scrutiny in the fields of sociology, economics and psychology. We analyse a large data-set of high school graduates who took a standardised mathematical test in Russia in 2011 (n = 738,456) and find no substantial difference in mean test scores across boys and girls.…

Contextual approach using VBA learning media to improve students’ mathematical displacement and disposition ability

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Chotimah, Siti; Bernard, M.; Wulandari, S. M.

2018-01-01

The main problems of the research were the lack of reasoning ability and mathematical disposition of students to the learning of mathematics in high school students in Cimahi - West Java. The lack of mathematical reasoning ability in students was caused by the process of learning. The teachers did not train the students to do the problems of reasoning ability. The students still depended on each other. Sometimes, one of patience teacher was still guiding his students. In addition, the basic ability aspects of students also affected the ability the mathematics skill. Furthermore, the learning process with contextual approach aided by VBA Learning Media (Visual Basic Application for Excel) gave the positive influence to the students’ mathematical disposition. The students are directly involved in learning process. The population of the study was all of the high school students in Cimahi. The samples were the students of SMA Negeri 4 Cimahi class XIA and XIB. There were both of tested and non-tested instruments. The test instrument was a description test of mathematical reasoning ability. The non-test instruments were questionnaire-scale attitudes about students’ mathematical dispositions. This instrument was used to obtain data about students’ mathematical reasoning and disposition of mathematics learning with contextual approach supported by VBA (Visual Basic Application for Excel) and by conventional learning. The data processed in this study was from the post-test score. These scores appeared from both of the experimental class group and the control class group. Then, performing data was processed by using SPSS 22 and Microsoft Excel. The data was analyzed using t-test statistic. The final result of this study concluded the achievement and improvement of reasoning ability and mathematical disposition of students whose learning with contextual approach supported by learning media of VBA (Visual Basic Application for Excel) was better than students who got

Relationship between mathematical abstraction in learning parallel coordinates concept and performance in learning analytic geometry of pre-service mathematics teachers: an investigation

Science.gov (United States)

Nurhasanah, F.; Kusumah, Y. S.; Sabandar, J.; Suryadi, D.

2018-05-01

As one of the non-conventional mathematics concepts, Parallel Coordinates is potential to be learned by pre-service mathematics teachers in order to give them experiences in constructing richer schemes and doing abstraction process. Unfortunately, the study related to this issue is still limited. This study wants to answer a research question “to what extent the abstraction process of pre-service mathematics teachers in learning concept of Parallel Coordinates could indicate their performance in learning Analytic Geometry”. This is a case study that part of a larger study in examining mathematical abstraction of pre-service mathematics teachers in learning non-conventional mathematics concept. Descriptive statistics method is used in this study to analyze the scores from three different tests: Cartesian Coordinate, Parallel Coordinates, and Analytic Geometry. The participants in this study consist of 45 pre-service mathematics teachers. The result shows that there is a linear association between the score on Cartesian Coordinate and Parallel Coordinates. There also found that the higher levels of the abstraction process in learning Parallel Coordinates are linearly associated with higher student achievement in Analytic Geometry. The result of this study shows that the concept of Parallel Coordinates has a significant role for pre-service mathematics teachers in learning Analytic Geometry.

What do educational test scores really measure?

DEFF Research Database (Denmark)

McIntosh, James; D. Munk, Martin

Latent class Poisson count models are used to analyze a sample of Danish test score results from a cohort of individuals born in 1954-55 and tested in 1968. The procedure takes account of unobservable effects as well as excessive zeros in the data. The bulk of unobservable effects are uncorrelate......, and possible incentive problems make it more difficult to elicit true values of what the tests measure....

Increased correlation coefficient between the written test score and tutors' performance test scores after training of tutors for assessment of medical students during problem-based learning course in Malaysia.

Science.gov (United States)

Jaiprakash, Heethal; Min, Aung Ko Ko; Ghosh, Sarmishtha

2016-03-01

This paper is aimed at finding if there was a change of correlation between the written test score and tutors' performance test scores in the assessment of medical students during a problem-based learning (PBL) course in Malaysia. This is a cross-sectional observational study, conducted among 264 medical students in two groups from November 2010 to November 2012. The first group's tutors did not receive tutor training; while the second group's tutors were trained in the PBL process. Each group was divided into high, middle and low achievers based on their end-of-semester exam scores. PBL scores were taken which included written test scores and tutors' performance test scores. Pearson correlation coefficient was calculated between the two kinds of scores in each group. The correlation coefficient between the written scores and tutors' scores in group 1 was 0.099 (pcorrelation coefficient in the group where tutors received the PBL training reinforces the importance of tutor training before their participation in the PBL course.

Trends in Basic Mathematical Competencies of Beginning Undergraduates in Ireland, 2003-2013

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Treacy, Páraic; Faulkner, Fiona

2015-01-01

Deficiencies in beginning undergraduate students' basic mathematical skills has been an issue of concern in higher education, particularly in the past 15 years. This issue has been tracked and analysed in a number of universities in Ireland and internationally through student scores recorded in mathematics diagnostic tests. Students beginning…

Effects of white noise on Callsign Acquisition Test and Modified Rhyme Test scores.

Science.gov (United States)

Blue-Terry, Misty; Letowski, Tomasz

2011-02-01

The Callsign Acquisition Test (CAT) is a speech intelligibility test developed by the US Army Research Laboratory. The test has been used to evaluate speech transmission through various communication systems but has not been yet sufficiently standardised and validated. The aim of this study was to compare CAT and Modified Rhyme Test (MRT) performance in the presence of white noise across a range of signal-to-noise ratios (SNRs). A group of 16 normal-hearing listeners participated in the study. The speech items were presented at 65 dB(A) in the background of white noise at SNRs of -18, -15, -12, -9 and -6 dB. The results showed a strong positive association (75.14%) between the two tests, but significant differences between the CAT and MRT absolute scores in the range of investigated SNRs. Based on the data, a function to predict CAT scores based on existing MRT scores and vice versa was formulated. STATEMENT OF RELEVANCE: This work compares performance data of a common speech intelligibility test (MRT) with a new test (CAT) in the presence of white noise. The results here can be used as a part of the standardisation procedures and provide insights to the predictive capabilities of the CAT to quantify speech intelligibility communication in high-noise military environments.

Matriculation Mathematics, Pure Mathematics - Test Papers. Circular of Information to Secondary Schools.

Science.gov (United States)

Victoria Education Dept. (Australia).

This document consists of test questions used in three state high schools teaching the new Matriculation pure mathematics course (approximately grade 12). This material was circulated to all schools teaching this course as a teacher resource. The questions are arranged in 14 papers of varying structure and length. Most questions are of the essay…

ANOVA Analysis of Student Daily Test Scores in Multi-Day Test Periods

Science.gov (United States)

Mouritsen, Matthew L.; Davis, Jefferson T.; Jones, Steven C.

2016-01-01

Instructors are often concerned when giving multiple-day tests because students taking the test later in the exam period may have an advantage over students taking the test early in the exam period due to information leakage. However, exam scores seemed to decline as students took the same test later in a multi-day exam period (Mouritsen and…

Effects of Attitudes and Behaviours on Learning Mathematics with Computer Tools

Science.gov (United States)

Reed, Helen C.; Drijvers, Paul; Kirschner, Paul A.

2010-01-01

This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes of learning mathematics with computer tools. A computer tool was used to help students develop the mathematical concept of function. In the whole sample (N = 521), student attitudes could account for a 3.4 point difference in test scores between…

The Effect of Pretest Exercise on Baseline Computerized Neurocognitive Test Scores.

Science.gov (United States)

Pawlukiewicz, Alec; Yengo-Kahn, Aaron M; Solomon, Gary

2017-10-01

Baseline neurocognitive assessment plays a critical role in return-to-play decision making following sport-related concussions. Prior studies have assessed the effect of a variety of modifying factors on neurocognitive baseline test scores. However, relatively little investigation has been conducted regarding the effect of pretest exercise on baseline testing. The aim of our investigation was to determine the effect of pretest exercise on baseline Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) scores in adolescent and young adult athletes. We hypothesized that athletes undergoing self-reported strenuous exercise within 3 hours of baseline testing would perform more poorly on neurocognitive metrics and would report a greater number of symptoms than those who had not completed such exercise. Cross-sectional study; Level of evidence, 3. The ImPACT records of 18,245 adolescent and young adult athletes were retrospectively analyzed. After application of inclusion and exclusion criteria, participants were dichotomized into groups based on a positive (n = 664) or negative (n = 6609) self-reported history of strenuous exercise within 3 hours of the baseline test. Participants with a positive history of exercise were then randomly matched, based on age, sex, education level, concussion history, and hours of sleep prior to testing, on a 1:2 basis with individuals who had reported no pretest exercise. The baseline ImPACT composite scores of the 2 groups were then compared. Significant differences were observed for the ImPACT composite scores of verbal memory, visual memory, reaction time, and impulse control as well as for the total symptom score. No significant between-group difference was detected for the visual motor composite score. Furthermore, pretest exercise was associated with a significant increase in the overall frequency of invalid test results. Our results suggest a statistically significant difference in ImPACT composite scores between

The Effect of Mock Tests on Iranian EFL learners’ Test Scores

OpenAIRE

Hossein Khodabakhshzadeh; Reza Zardkanloo

2016-01-01

The effect of using tests in test preparation courses has been subject to debate. While some scholars such as Yang and Badger (2015) believe it is a cause of positive washback effect, others argue that this issue is tentative and context-bound (Green, 2007). Therefore, this study investigated the effect of using Mock tests in International English Language Testing System (IELTS) preparation courses on students’ overall IELTS scores. Fifty one IELTS students were selected non-randomly through ...

Biering-Sorensen test scores in coal miners

Energy Technology Data Exchange (ETDEWEB)

Tekin, Y.; Ortancil, O.; Ankarali, H.; Basaran, A.; Sarikaya, S.; Ozdolap, S. [Zonguldak Karaelmas University, Zonguldak (Turkey)

2009-05-15

Biering-Sorensen test is an isometric back endurance test. Biering-Sorensen test scores have varied in different cultural and occupational groups. The aims of this study were to collect normative data on Biering-Sorensen holding times, to determine the discriminative ability of the Biering-Sorensen test in Turkish coal miners, and to examine the association between Biering-Sorensen test result and functional disability. One hundred and fifty male coal miners participated in this study. Trunk extensor muscle strength was measured using the Biering-Sorensen test. Oswestry disability index was used to measure the functional disability level of low back pain. The mean Biering-Sorensen holding time for the total subject group was 107.3 {+-} 22.5 s. The mean time of Biering-Sorensen test of the subjects with and without low back pain were 99.9 {+-} 19.8 and 128.6 {+-} 15.2 s, respectively. The difference between the subjects with and without low back pain was statistically significant (p < 0.001). There was a statistically significant negative correlation between Oswestry functional disability score and Biering-Sorensen holding time (R = -0.824, p < 0.001). Turkish coal miners have low mean back extensor endurance holding times. Biering-Sorensen test had a good discriminative ability in our study group. Trunk muscle strength has a significant effect on the disability level of low back pain. Thus trunk muscle endurance training exercise therapy may be effective for the reduction of disability in patients with low back pain.

Pre-service mathematics teachers’ ability in solving well-structured problem

Science.gov (United States)

Paradesa, R.

2018-01-01

This study aimed to describe the mathematical problem-solving ability of undergraduate students of mathematics education in solving the well-structured problem. The type of this study was qualitative descriptive. The subjects in this study were 100 undergraduate students of Mathematics Education at one of the private universities in Palembang city. The data in this study was collected through two test items with essay form. The results of this study showed that, from the first problem, only 8% students can solve it, but do not check back again to validate the process. Based on a scoring rubric that follows Polya strategy, their answer satisfied 2 4 2 0 patterns. But, from the second problem, 45% students satisfied it. This is because the second problem imitated from the example that was given in learning process. The average score of undergraduate students mathematical problem-solving ability in solving well-structured problems showed 56.00 with standard deviation was 13.22. It means that, from 0 - 100 scale, undergraduate students mathematical problem-solving ability can be categorized low. From this result, the conclusion was undergraduate students of mathematics education in Palembang still have a problem in solving mathematics well-structured problem.

An investigation of mathematics and science instruction in English and Spanish for English language learners

Science.gov (United States)

Rodriguez-Esquivel, Marina

The contextual demands of language in content area are difficult for ELLS. Content in the native language furthers students' academic development and native language skills, while they are learning English. Content in English integrates pedagogical strategies for English acquisition with subject area instruction. The following models of curriculum content are provided in most Miami Dade County Public Schools: (a) mathematics instruction in the native language with science instruction in English or (b) science instruction in the native language with mathematics instruction in English. The purpose of this study was to investigate which model of instruction is more contextually supportive for mathematics and science achievement. A pretest and posttest, nonequivalent group design was used with 94 fifth grade ELLs who received instruction in curriculum model (a) or (b). This allowed for statistical analysis that detected a difference in the means of .5 standard deviations with a power of .80 at the .05 level of significance. Pretreatment and post-treatment assessments of mathematics, reading, and science achievement were obtained through the administration of Aprenda-Segunda Edicion and the Florida Comprehensive Achievement Test. The results indicated that students receiving mathematics in English and Science in Spanish scored higher on achievement tests in both Mathematics and Science than the students who received Mathematics in Spanish and Science in English. In addition, the mean score of students on the FCAT mathematics examination was higher than their mean score on the FCAT science examination regardless of the language of instruction.

Mathematics related anxiety: Mathematics bogeyman or not?

Directory of Open Access Journals (Sweden)

Videnović Marina

2011-01-01

Full Text Available Data of the PISA 2003 survey indicate high levels of mathematics anxiety of students in Serbia. More than half of our students worry whether they will have difficulties in mathematics class or whether they will earn poor marks. Aims of this study therefore are: examining relationship between math anxiety and achievement at mathematics literacy scale; establishing possible predictors of math anxiety and identification of students' groups in relations to their relationship towards mathematics as a subject. Mathematics anxiety is statistically negatively correlated with school achievement and achievement at mathematics literacy scale. Socio-demographic factors, motivational and cognitive aspects related to learning mathematics, perception of school and classroom climate explain 40% variance of mathematics anxiety. Based on students' relationship towards mathematics they cam be divided into three groups; while dimensions that apart them are uninterested-interested in mathematics and presence-absence of anxiety. The group displaying anxiety scores lowest among the three. Applying qualitative analysis students' and teachers' attitudes on specific issues related to teaching and learning mathematics was examined.

Increased correlation coefficient between the written test score and tutors’ performance test scores after training of tutors for assessment of medical students during problem-based learning course in Malaysia

Directory of Open Access Journals (Sweden)

Heethal Jaiprakash

2016-03-01

Full Text Available This paper is aimed at finding if there was a change of correlation between the written test score and tutors’ performance test scores in the assessment of medical students during a problem-based learning (PBL course in Malaysia. This is a cross-sectional observational study, conducted among 264 medical students in two groups from November 2010 to November 2012. The first group’s tutors did not receive tutor training; while the second group’s tutors were trained in the PBL process. Each group was divided into high, middle and low achievers based on their end-of-semester exam scores. PBL scores were taken which included written test scores and tutors’ performance test scores. Pearson correlation coefficient was calculated between the two kinds of scores in each group. The correlation coefficient between the written scores and tutors’ scores in group 1 was 0.099 (p<0.001 and for group 2 was 0.305 (p<0.001. The higher correlation coefficient in the group where tutors received the PBL training reinforces the importance of tutor training before their participation in the PBL course.

Test Reviews: Ginsburg, H., & Baroody, A. (2003). "Test of Early Mathematics Ability--Third Edition." Austin, TX: Pro-Ed

Science.gov (United States)

Bliss, Stacy

2006-01-01

The Test of Early Mathematics Ability--Third Edition (TEMA-3) is a norm-referenced parallel forms test intended to identify the level of mathematical ability for children aged 3 years 0 months through 8 years 11 months. According to the authors, the instrument can also be used as a criterion referenced or diagnostic tool for older students who are…

Combining Teacher Assessment Scores with External Examination ...

African Journals Online (AJOL)

Combining Teacher Assessment Scores with External Examination Scores for Certification: Comparative Study of Four Statistical Models. ... University entrance examination scores in mathematics were obtained for a subsample of 115 ...

Differentiating Instruction through Multiple Intelligences in a Middle School Mathematics Classroom

Science.gov (United States)

Jones, Marcella

2017-01-01

Eighth grade students at a middle school in a southern state were required a mathematics pass rate of 67.6% to meet annual yearly progress (AYP). Black and Hispanic students performed below the required pass rate on state assessments; thus, the school did not make AYP from 2007-2010. In an attempt to address low test scores in mathematics, the…

Do School-Based Tutoring Programs Significantly Improve Student Performance on Standardized Tests?

Science.gov (United States)

Rothman, Terri; Henderson, Mary

2011-01-01

This study used a pre-post, nonequivalent control group design to examine the impact of an in-district, after-school tutoring program on eighth grade students' standardized test scores in language arts and mathematics. Students who had scored in the near-passing range on either the language arts or mathematics aspect of a standardized test at the…

Mathematical-programming approaches to test item pool design

NARCIS (Netherlands)

Veldkamp, Bernard P.; van der Linden, Willem J.; Ariel, A.

2002-01-01

This paper presents an approach to item pool design that has the potential to improve on the quality of current item pools in educational and psychological testing andhence to increase both measurement precision and validity. The approach consists of the application of mathematical programming

The Weighted Airman Promotion System: Standardizing Test Scores

Science.gov (United States)

2008-01-01

u th o ri ze d Top 3/E6 ratio, inventory 1401206040 100 70 130 5R 2F 2G 3N 2M 2A 4J 4C 4P 4T 4B 1W 2T 3P 1T 4A 2S 5J 1A 1S1C 6F 4N 7S 4R 4E 1N 3A 3V...System: Standardizing Test Scores AFHRL convened a panel to identify the relevant factors to consider, and then sit as a promotion board and rank...Costs If the Air Force decided to standardize test scores, there would be three basic types of costs: implementation costs, marketing costs, and

Developing classroom formative assessment in dutch primary mathematics education

NARCIS (Netherlands)

van den Berg, M.; Harskamp, E.G.; Suhre, C.J.M.

2016-01-01

In the last two decades Dutch primary school students scored below expectation in international mathematics tests. An explanation for this may be that teachers fail to adequately assess their students’ understanding of learning goals and provide timely feedback. To improve the teachers’ formative

Assessing pediatrics residents' mathematical skills for prescribing medication: a need for improved training.

Science.gov (United States)

Glover, Mark L; Sussmane, Jeffrey B

2002-10-01

To evaluate residents' skills in performing basic mathematical calculations used for prescribing medications to pediatric patients. In 2001, a test of ten questions on basic calculations was given to first-, second-, and third-year residents at Miami Children's Hospital in Florida. Four additional questions were included to obtain the residents' levels of training, specific pediatrics intensive care unit (PICU) experience, and whether or not they routinely double-checked doses and adjusted them for each patient's weight. The test was anonymous and calculators were permitted. The overall score and the score for each resident class were calculated. Twenty-one residents participated. The overall average test score and the mean test score of each resident class was less than 70%. Second-year residents had the highest mean test scores, although there was no significant difference between the classes of residents (p =.745) or relationship between the residents' PICU experiences and their exam scores (p =.766). There was no significant difference between residents' levels of training and whether they double-checked their calculations (p =.633) or considered each patient's weight relative to the dose prescribed (p =.869). Seven residents committed tenfold dosing errors, and one resident committed a 1,000-fold dosing error. Pediatrics residents need to receive additional education in performing the calculations needed to prescribe medications. In addition, residents should be required to demonstrate these necessary mathematical skills before they are allowed to prescribe medications.

Generalization of the Lord-Wingersky Algorithm to Computing the Distribution of Summed Test Scores Based on Real-Number Item Scores

Science.gov (United States)

Kim, Seonghoon

2013-01-01

With known item response theory (IRT) item parameters, Lord and Wingersky provided a recursive algorithm for computing the conditional frequency distribution of number-correct test scores, given proficiency. This article presents a generalized algorithm for computing the conditional distribution of summed test scores involving real-number item…

Online pre-race education improves test scores for volunteers at a marathon.

Science.gov (United States)

Maxwell, Shane; Renier, Colleen; Sikka, Robby; Widstrom, Luke; Paulson, William; Christensen, Trent; Olson, David; Nelson, Benjamin

2017-09-01

This study examined whether an online course would lead to increased knowledge about the medical issues volunteers encounter during a marathon. Health care professionals who volunteered to provide medical coverage for an annual marathon were eligible for the study. Demographic information about medical volunteers including profession, specialty, education level and number of marathons they had volunteered for was collected. A 15-question test about the most commonly encountered medical issues was created by the authors and administered before and after the volunteers took the online educational course and compared to a pilot study the previous year. Seventy-four subjects completed the pre-test. Those who participated in the pilot study last year (N = 15) had pre-test scores that were an average of 2.4 points higher than those who did not (mean ranks: pilot study = 51.6 vs. non-pilot = 33.9, p = 0.004). Of the 74 subjects who completed the pre-test, 54 also completed the post-test. The overall post-pre mean score difference was 3.8 ± 2.7 (t = 10.5 df = 53 p online education demonstrated a long-term (one-year) increase in test scores. Testing also continued to show short-term improvement in post-course test scores, compared to pre-course test scores. In general, marathon medical volunteers who had no volunteer experience demonstrated greater improvement than those who had prior volunteer experience.

Barriers to Mathematics Achievement in Brunei Secondary School Students: Insights into the Roles of Mathematics Anxiety, Self-Esteem, Proactive Coping, and Test Stress

Science.gov (United States)

Hamid, Malai Hayati Sheikh; Shahrill, Masitah; Matzin, Rohani; Mahalle, Salwa; Mundia, Lawrence

2013-01-01

The cross-sectional field survey examined the roles of mathematics anxiety, self-esteem, proactive coping, and test stress in mathematics achievement among 204 (151 females) randomly selected Year 8-10 Brunei secondary school students. The negative dimensions of mathematics anxiety, self-esteem, and proactive coping correlated negatively with…

What do mathematics teachers and teacher trainees know about the history of mathematics?

Science.gov (United States)

Gazit, Avikam

2013-06-01

The aim of this study is to present the findings of a study that examined the knowledge of mathematics teachers and teacher trainees, in different tracks, about the concepts, topics and characters from the history of mathematics. The findings indicate a lack of knowledge concerning most of the topics examined. Only about 40% of the participants knew about the origin of our counting system and the only item that reached above 50% was the item relating to the man who edited the book which is the basis for the plane geometry - Euclid (about 83%). Another meaningful finding was that the group with the highest score was that of mathematics teacher trainees in the accelerated track - a unique training scheme for middle school teachers (65.7%). The group with the lowest score was that of the elementary school mathematics student teachers (19.3%). One obvious conclusion is that we need to strengthen the knowledge of the history of mathematics in teacher training and in-service teachers' advanced studies.

Mathematics Diagnostic Testing in Engineering: An International Comparison between Ireland and Portugal

Science.gov (United States)

Carr, M.; Fidalgo, C.; Bigotte de Almeida, M. E.; Branco, J. R.; Santos, V.; Murphy, E.; Ní Fhloinn, E.

2015-01-01

Concern has been expressed throughout Europe about the significant deficiencies in the basic mathematical skills of many engineering undergraduates. Mathematics diagnostic tests in the UK, Ireland and Portugal have shown these shortcomings, which provide a challenge to those striving to introduce more innovative educational practices into…

Mathematics achievement of Serbian eighth grade students and characteristics of mathematics curriculum

Directory of Open Access Journals (Sweden)

Antonijević Radovan M.

2006-01-01

Full Text Available This paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia, in the fields of mathematics achievement of Serbian eighth grade students and the mathematics curriculum context of their achievement. It was confirmed that Serbian eighth graders have made average scale score of 477 points, and with this achievement they are placed in the zone of intermediate international benchmarking level. The average mathematics achievement of the Serbian eighth graders is somewhat above the average international mathematics achievement. The best result was achieved in the content domain of "algebra", and the lower result in the content domains of "measurement" and "data". In the defined cognitive domains the Serbian students have achieved the best results in "solving routine problems" and "knowing facts and procedures", and the weaker result in "reasoning". Statistically significant difference was found in the mathematics achievement between girls and boys in the Serbian TIMSS 2003 sample, so the girls’ average scale score was 480 points and the same value for the boys was 473 points. The achieved results raise many questions about the contents of mathematics curriculum in Serbia, its quality and basic characteristics of its implementation. These results can be eligibly used to improve the mathematics curriculum and teaching in Serbian primary school.

Online Mathematics Homework Increases Student Achievement

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Jeremy Roschelle

2016-10-01

Full Text Available In a randomized field trial with 2,850 seventh-grade mathematics students, we evaluated whether an educational technology intervention increased mathematics learning. Assigning homework is common yet sometimes controversial. Building on prior research on formative assessment and adaptive teaching, we predicted that combining an online homework tool with teacher training could increase learning. The online tool ASSISTments (a provides timely feedback and hints to students as they do homework and (b gives teachers timely, organized information about students’ work. To test this prediction, we analyzed data from 43 schools that participated in a random assignment experiment in Maine, a state that provides every seventh-grade student with a laptop to take home. Results showed that the intervention significantly increased student scores on an end-of-the-year standardized mathematics assessment as compared with a control group that continued with existing homework practices. Students with low prior mathematics achievement benefited most. The intervention has potential for wider adoption.

Using Raters from India to Score a Large-Scale Speaking Test

Science.gov (United States)

Xi, Xiaoming; Mollaun, Pam

2011-01-01

We investigated the scoring of the Speaking section of the Test of English as a Foreign Language[TM] Internet-based (TOEFL iBT[R]) test by speakers of English and one or more Indian languages. We explored the extent to which raters from India, after being trained and certified, were able to score the TOEFL examinees with mixed first languages…

Group differences in the heritability of items and test scores

NARCIS (Netherlands)

Wicherts, J.M.; Johnson, W.

2009-01-01

It is important to understand potential sources of group differences in the heritability of intelligence test scores. On the basis of a basic item response model we argue that heritabilities which are based on dichotomous item scores normally do not generalize from one sample to the next. If groups

The Threshold Hypothesis Applied to Spatial Skill and Mathematics

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Freer, Daniel

2017-01-01

This cross-sectional study assessed the relation between spatial skills and mathematics in 854 participants across kindergarten, third grade, and sixth grade. Specifically, the study probed for a threshold for spatial skills when performing mathematics, above which spatial scores and mathematics scores would be significantly less related. This…

The effects of CLIL on mathematical content learning: A longitudinal study

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Jill Surmont

2016-06-01

Full Text Available Previous research has shown that content and language integrated learning (CLIL, an educational approach that offers content courses through more than one educational language, increases metalinguistic awareness. This improved insight into language structures is supposed to extend beyond the linguistic domain. In the present study, the question whether pupils who learn in a CLIL environment outperform their traditionally schooled peers in mathematics is investigated. In total, 107 pupils entered the study. All participants were in the first year of secondary education at a school in Ostend, in Flanders, the Dutch-speaking part of Belgium. Thirty-five pupils followed CLIL education in a foreign language (French and 72 followed traditional education that was given in the native language (Dutch. All participants were tested using a mathematical test at the beginning of the year, after three months, and after ten months. The first measurement of the mathematical scores showed that the two groups did not differ. In accordance with our hypothesis, the CLIL group scored higher than the non-CLIL group after ten months. Surprisingly, an effect was also found after three months. To conclude, CLIL appears to have a positive impact on the mathematical performance of pupils even after a short period of time.

Single-gender mathematics and science classes and the effects on urban middle school boys and girls

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Sudler, Dawn M.

This study compared the differences in the Criterion-Referenced Competency Test (CRCT) mathematics and science achievement scores of boys and girls in Grade 7 at two urban middle schools. The data allowed the researcher to determine to what degree boys and girls in Grade 7 differ in their mathematics and science achievements within a single-gender environment versus a coeducational learning environment. The study compared any differences between boys and girls in Grade 7 within a single-gender environment in the subjects of mathematics and science, as measured by the CRCT assessments. The study also compared differences between boys and girls in Grade 7 within a coeducational environment in the subjects of mathematics and science, as measured by the CRCT assessments. Two middle schools were used within the study. One middle school was identified as a single-gender school (Middle School A); the other was identified as a coeducational school (Middle School B). This quantitative study applied the use of a descriptive research design. In addition, CRCT scores for the subjects of mathematics and science were taken during the spring of 2008 from both middle schools. Data were measured using descriptive statistics and independent t test calculations. The frequency statistics proceeded to compare each sample performance levels. The data were described in means, standard deviations, standard error means, frequency, and percentages. This method provided an excellent description of a sample scored on the spring 2008 CRCT mathematics and science assessments.

Effects of a Teacher Professional Development Program on the Mathematics Achievement of Middle School Students

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Sample McMeeking, Laura B.; Orsi, Rebecca; Cobb, R. Brian

2012-01-01

The effect of a 15- to 24-month in-service professional development (PD) program on state accountability mathematics test scores for middle school students was examined using a quasi-experimental design. Middle level mathematics teachers (n = 128) from 7 school districts and 64 middle schools volunteered for a PD sequence of content-oriented…

Linguistic Simplification of Mathematics Items: Effects for Language Minority Students in Germany

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Haag, Nicole; Heppt, Birgit; Roppelt, Alexander; Stanat, Petra

2015-01-01

In large-scale assessment studies, language minority students typically obtain lower test scores in mathematics than native speakers. Although this performance difference was related to the linguistic complexity of test items in some studies, other studies did not find linguistically demanding math items to be disproportionally more difficult for…

Concentrator optical characterization using computer mathematical modelling and point source testing

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Dennison, E. W.; John, S. L.; Trentelman, G. F.

1984-01-01

The optical characteristics of a paraboloidal solar concentrator are analyzed using the intercept factor curve (a format for image data) to describe the results of a mathematical model and to represent reduced data from experimental testing. This procedure makes it possible not only to test an assembled concentrator, but also to evaluate single optical panels or to conduct non-solar tests of an assembled concentrator. The use of three-dimensional ray tracing computer programs to calculate the mathematical model is described. These ray tracing programs can include any type of optical configuration from simple paraboloids to array of spherical facets and can be adapted to microcomputers or larger computers, which can graphically display real-time comparison of calculated and measured data.

Predicting Relationships between Mathematics Anxiety, Mathematics Teaching Anxiety, Self-Efficacy Beliefs towards Mathematics and Mathematics Teaching

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Unlu, Melihan; Ertekin, Erhan; Dilmac, Bulent

2017-01-01

The purpose of the research is to investigate the relationships between self-efficacy beliefs toward mathematics, mathematics anxiety and self-efficacy beliefs toward mathematics teaching, mathematics teaching anxiety variables and testing the relationships between these variables with structural equation model. The sample of the research, which…

Testing the applicability of the SASS5 scoring procedure for ...

African Journals Online (AJOL)

A study was undertaken between 29th January and 17th February 2004 to test the applicability of the South African Scoring System Version 5 (SASS5) scoring and calculation procedure in nutrient-enriched palustrine wetlands in the midlands of KwaZulu-Natal, South Africa. Four reference wetlands and three dairy-effluent ...

Evaluating the Predictive Validity of Graduate Management Admission Test Scores

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Sireci, Stephen G.; Talento-Miller, Eileen

2006-01-01

Admissions data and first-year grade point average (GPA) data from 11 graduate management schools were analyzed to evaluate the predictive validity of Graduate Management Admission Test[R] (GMAT[R]) scores and the extent to which predictive validity held across sex and race/ethnicity. The results indicated GMAT verbal and quantitative scores had…

A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College

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Harwell, Michael; Dupuis, Danielle; Post, Thomas R.; Medhanie, Amanuel; LeBeau, Brandon

2014-01-01

The relationship between high school mathematics curricula and the likelihood of students who enroll in a developmental (non-credit bearing) course in college taking additional mathematics courses was studied. The results showed that high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were…

Effects of Test Media on Different EFL Test-Takers in Writing Scores and in the Cognitive Writing Process

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Zou, Xiao-Ling; Chen, Yan-Min

2016-01-01

The effects of computer and paper test media on EFL test-takers with different computer familiarity in writing scores and in the cognitive writing process have been comprehensively explored from the learners' aspect as well as on the basis of related theories and practice. The results indicate significant differences in test scores among the…

Does breastfeeding contribute to the racial gap in reading and math test scores?

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Peters, Kristen E; Huang, Jin; Vaughn, Michael G; Witko, Christopher

2013-10-01

The aim of this study was to examine the impact of divergent breastfeeding practices between Caucasian and African American mothers on the lingering achievement test gap between Caucasian and African American children. The Child Development Supplement of the Panel Study of Income Dynamics, beginning in 1997, followed a cohort of 3563 children aged 0-12 years. Reading and math test scores from 2002 for 1928 children were linked with breastfeeding history. Regression analysis was used to examine associations between ever having been breastfed and duration of breastfeeding and test scores, controlling for characteristics of child, mother, and household. African American students scored significantly lower than Caucasian children by 10.6 and 10.9 points on reading and math tests, respectively. After accounting for the impact of having been breastfed during infancy, the racial test gap decreased by 17% for reading scores and 9% for math scores. Study findings indicate that breastfeeding explains 17% and 9% of the observed gaps in reading and math scores, respectively, between African Americans and Caucasians, an effect larger than most recent educational policy interventions. Renewed efforts around policies and clinical practices that promote and remove barriers for African American mothers to breastfeed should be implemented. Copyright © 2013 Elsevier Inc. All rights reserved.

Validation of new prognostic and predictive scores by sequential testing approach

International Nuclear Information System (INIS)

Nieder, Carsten; Haukland, Ellinor; Pawinski, Adam; Dalhaug, Astrid

2010-01-01

Background and Purpose: For practitioners, the question arises how their own patient population differs from that used in large-scale analyses resulting in new scores and nomograms and whether such tools actually are valid at a local level and thus can be implemented. A recent article proposed an easy-to-use method for the in-clinic validation of new prediction tools with a limited number of patients, a so-called sequential testing approach. The present study evaluates this approach in scores related to radiation oncology. Material and Methods: Three different scores were used, each predicting short overall survival after palliative radiotherapy (bone metastases, brain metastases, metastatic spinal cord compression). For each scenario, a limited number of consecutive patients entered the sequential testing approach. The positive predictive value (PPV) was used for validation of the respective score and it was required that the PPV exceeded 80%. Results: For two scores, validity in the own local patient population could be confirmed after entering 13 and 17 patients, respectively. For the third score, no decision could be reached even after increasing the sample size to 30. Conclusion: In-clinic validation of new predictive tools with sequential testing approach should be preferred over uncritical adoption of tools which provide no significant benefit to local patient populations. Often the necessary number of patients can be reached within reasonable time frames even in small oncology practices. In addition, validation is performed continuously as the data are collected. (orig.)

Validation of new prognostic and predictive scores by sequential testing approach

Energy Technology Data Exchange (ETDEWEB)

Nieder, Carsten [Radiation Oncology Unit, Nordland Hospital, Bodo (Norway); Inst. of Clinical Medicine, Univ. of Tromso (Norway); Haukland, Ellinor; Pawinski, Adam; Dalhaug, Astrid [Radiation Oncology Unit, Nordland Hospital, Bodo (Norway)

2010-03-15

Background and Purpose: For practitioners, the question arises how their own patient population differs from that used in large-scale analyses resulting in new scores and nomograms and whether such tools actually are valid at a local level and thus can be implemented. A recent article proposed an easy-to-use method for the in-clinic validation of new prediction tools with a limited number of patients, a so-called sequential testing approach. The present study evaluates this approach in scores related to radiation oncology. Material and Methods: Three different scores were used, each predicting short overall survival after palliative radiotherapy (bone metastases, brain metastases, metastatic spinal cord compression). For each scenario, a limited number of consecutive patients entered the sequential testing approach. The positive predictive value (PPV) was used for validation of the respective score and it was required that the PPV exceeded 80%. Results: For two scores, validity in the own local patient population could be confirmed after entering 13 and 17 patients, respectively. For the third score, no decision could be reached even after increasing the sample size to 30. Conclusion: In-clinic validation of new predictive tools with sequential testing approach should be preferred over uncritical adoption of tools which provide no significant benefit to local patient populations. Often the necessary number of patients can be reached within reasonable time frames even in small oncology practices. In addition, validation is performed continuously as the data are collected. (orig.)

The Effectiveness of the North Carolina Early Mathematics Placement Test in Preparing High School Students for College-Level Introductory Mathematics Courses

Science.gov (United States)

Hilgoe, Ellen; Brinkley, Jason; Hattingh, Johannes; Bernhardt, Robert

2016-01-01

Since its establishment in 1996, the North Carolina Early Mathematics Placement Testing (NC EMPT) Program has provided a low stakes reality check of readiness for college-level mathematics to more than 600,000 high school students statewide. The program strives to help reduce the percentage of incoming college freshmen requiring mathematics…

Science Scores in Title I Elementary Schools in North Georgia: A Project Study

Science.gov (United States)

Frias, Ramon

The No Child Left Behind Act (NCLB)'s emphasis of reading, language arts, and mathematics (RLA&M) and its de-emphasis of science has been a source of great concern among educators. Through an objectivist and constructionist framework, this study explored the unforeseen effects of the NCLB on public science education among Title I (TI) and non-Title I (NTI) students. The research questions focused on the effects of NCLB on Criterion Referenced Competency Test (CRCT) scores in the high-stakes subjects of reading, language arts, mathematics and the low stakes subject of science among TI and NTI 3rd, 4th, and 5th grade students in a north Georgia County during the 2010/2011 school year. This study also compared instructional time TI and NTI teachers dedicated to science. A causal-comparative quantitative methodology was used to analyze Georgia's public domain CRCT scores. Three independent-samples t tests showed that TI schools exhibited significantly lower Science CRCT scores than did NTI students at all grade levels (p need students with strong science foundations. Further study is recommended to analyze the factors associated with this science gap between TI and NTI students.

Reduce, Reuse, Recycle: The Longitudinal Value of Local Cut Scores Using State Test Data

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Nelson, Peter M.; Van Norman, Ethan R.; VanDerHeyden, Amanda

2017-01-01

We used existing reading (n = 1,498) and math (n = 2,260) data to evaluate state test scores for screening middle school students. In Phase 1, state test data were used to create a research-derived cut score that was optimal for predicting state test performance the following year. In Phase 2, those cut scores were applied with future cohorts.…

Validity of GRE General Test scores and TOEFL scores for graduate admission to a technical university in Western Europe

Science.gov (United States)

Zimmermann, Judith; von Davier, Alina A.; Buhmann, Joachim M.; Heinimann, Hans R.

2018-01-01

Graduate admission has become a critical process in tertiary education, whereby selecting valid admissions instruments is key. This study assessed the validity of Graduate Record Examination (GRE) General Test scores for admission to Master's programmes at a technical university in Europe. We investigated the indicative value of GRE scores for the Master's programme grade point average (GGPA) with and without the addition of the undergraduate GPA (UGPA) and the TOEFL score, and of GRE scores for study completion and Master's thesis performance. GRE scores explained 20% of the variation in the GGPA, while additional 7% were explained by the TOEFL score and 3% by the UGPA. Contrary to common belief, the GRE quantitative reasoning score showed only little explanatory power. GRE scores were also weakly related to study progress but not to thesis performance. Nevertheless, GRE and TOEFL scores were found to be sensible admissions instruments. Rigorous methodology was used to obtain highly reliable results.

The Performance of the Upper Limb scores correlate with pulmonary function test measures and Egen Klassifikation scores in Duchenne muscular dystrophy.

Science.gov (United States)

Lee, Ha Neul; Sawnani, Hemant; Horn, Paul S; Rybalsky, Irina; Relucio, Lani; Wong, Brenda L

2016-01-01

The Performance of the Upper Limb scale was developed as an outcome measure specifically for ambulant and non-ambulant patients with Duchenne muscular dystrophy and is implemented in clinical trials needing longitudinal data. The aim of this study is to determine whether this novel tool correlates with functional ability using pulmonary function test, cardiac function test and Egen Klassifikation scale scores as clinical measures. In this cross-sectional study, 43 non-ambulatory Duchenne males from ages 10 to 30 years and on long-term glucocorticoid treatment were enrolled. Cardiac and pulmonary function test results were analyzed to assess cardiopulmonary function, and Egen Klassifikation scores were analyzed to assess functional ability. The Performance of the Upper Limb scores correlated with pulmonary function measures and had inverse correlation with Egen Klassifikation scores. There was no correlation with left ventricular ejection fraction and left ventricular dysfunction. Body mass index and decreased joint range of motion affected total Performance of the Upper Limb scores and should be considered in clinical trial designs. Copyright © 2016 Elsevier B.V. All rights reserved.

Relative Merits of Four Methods for Scoring Cloze Tests.

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Brown, James Dean

1980-01-01

Describes study comparing merits of exact answer, acceptable answer, clozentropy and multiple choice methods for scoring tests. Results show differences among reliability, mean item facility, discrimination and usability, but not validity. (BK)

Have Basic Mathematical Skills Grown Obsolete in the Computer Age: Assessing Basic Mathematical Skills and Forecasting Performance in a Business Statistics Course

Science.gov (United States)

Noser, Thomas C.; Tanner, John R.; Shah, Situl

2008-01-01

The purpose of this study was to measure the comprehension of basic mathematical skills of students enrolled in statistics classes at a large regional university, and to determine if the scores earned on a basic math skills test are useful in forecasting student performance in these statistics classes, and to determine if students' basic math…

The Mediating Effect of Listening Metacognitive Awareness between Test-Taking Motivation and Listening Test Score: An Expectancy-Value Theory Approach.

Science.gov (United States)

Xu, Jian

2017-01-01

The present study investigated test-taking motivation in L2 listening testing context by applying Expectancy-Value Theory as the framework. Specifically, this study was intended to examine the complex relationships among expectancy, importance, interest, listening anxiety, listening metacognitive awareness, and listening test score using data from a large-scale and high-stakes language test among Chinese first-year undergraduates. Structural equation modeling was used to examine the mediating effect of listening metacognitive awareness on the relationship between expectancy, importance, interest, listening anxiety, and listening test score. According to the results, test takers' listening scores can be predicted by expectancy, interest, and listening anxiety significantly. The relationship between expectancy, interest, listening anxiety, and listening test score was mediated by listening metacognitive awareness. The findings have implications for test takers to improve their test taking motivation and listening metacognitive awareness, as well as for L2 teachers to intervene in L2 listening classrooms.

The Mediating Effect of Listening Metacognitive Awareness between Test-Taking Motivation and Listening Test Score: An Expectancy-Value Theory Approach

Directory of Open Access Journals (Sweden)

Jian Xu

2017-12-01

Full Text Available The present study investigated test-taking motivation in L2 listening testing context by applying Expectancy-Value Theory as the framework. Specifically, this study was intended to examine the complex relationships among expectancy, importance, interest, listening anxiety, listening metacognitive awareness, and listening test score using data from a large-scale and high-stakes language test among Chinese first-year undergraduates. Structural equation modeling was used to examine the mediating effect of listening metacognitive awareness on the relationship between expectancy, importance, interest, listening anxiety, and listening test score. According to the results, test takers’ listening scores can be predicted by expectancy, interest, and listening anxiety significantly. The relationship between expectancy, interest, listening anxiety, and listening test score was mediated by listening metacognitive awareness. The findings have implications for test takers to improve their test taking motivation and listening metacognitive awareness, as well as for L2 teachers to intervene in L2 listening classrooms.

Commognitive Analysis of Undergraduate Mathematics Students' First Encounter with the Subgroup Test

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Ioannou, Marios

2018-01-01

This study analyses learning aspects of undergraduate mathematics students' first encounter with the subgroup test, using the commognitive theoretical framework. It focuses on students' difficulties as these are related to the object-level and metalevel mathematical learning in group theory, and, when possible, highlights any commognitive…

The Dental Hygiene Aptitude Tests and the American College Testing Program Tests as Predictors of Scores on the National Board Dental Hygiene Examination.

Science.gov (United States)

Longenbecker, Sueann; Wood, Peter H.

1984-01-01

Scores from the National Board Dental Hygiene Examination (NBDHE) served as the criterion variable in a comparison of the predictive validity of the Dental Hygiene Aptitude Tests (DHAT) and the ACT Assessment tests. The DHAT-Science and Verbal tests combined to produce the highest multiple correlation with NBDHE scores. (Author/DWH)

Investigating the treatment of missing data in an Olympiad-type test – the case of the selection validity in the South African Mathematics Olympiad

Directory of Open Access Journals (Sweden)

Caroline Long

2016-10-01

Full Text Available The purpose of the South African Mathematics Olympiad is to generate interest in mathematics and to identify the most talented mathematical minds. Our focus is on how the handling of missing data affects the selection of the ‘best’ contestants. Two approaches handling missing data, applying the Rasch model, are described. The issue of guessing is investigated through a tailored analysis. We present two microanalyses to illustate how missing data may impact selection; the first investigates groups of contestants that may miss selection under particular conditions; the second focuses on two contestants each of whom answer 14 items correctly. This comparison raises questions about the proportion of correct to incorrect answers. Recommendations are made for future scoring of the test, which include reconsideration of negative marking and weighting as well as considering the inclusion of 150 or 200 contestants as opposed to 100 contestants for participation in the final round.

Contributions of Hamstring Stiffness to Straight-Leg-Raise and Sit-and-Reach Test Scores.

Science.gov (United States)

Miyamoto, Naokazu; Hirata, Kosuke; Kimura, Noriko; Miyamoto-Mikami, Eri

2018-02-01

The passive straight-leg-raise (PSLR) and the sit-and-reach (SR) tests have been widely used to assess hamstring extensibility. However, it remains unclear to what extent hamstring stiffness (a measure of material properties) contributes to PSLR and SR test scores. Therefore, we aimed to clarify the relationship between hamstring stiffness and PSLR and SR scores using ultrasound shear wave elastography. Ninety-eight healthy subjects completed the study. Each subject completed PSLR testing, and classic and modified SR testing of the right leg. Muscle shear modulus of the biceps femoris, semitendinosus, and semimembranosus was quantified as an index of muscle stiffness. The relationships between shear modulus of each muscle and PSLR or SR scores were calculated using Pearson's product-moment correlation coefficients. Shear modulus of the semitendinosus and semimembranosus showed negative correlations with the two PSLR and two SR scores (absolute r value≤0.484). Shear modulus of the biceps femoris was significantly correlated with the PSLR score determined by the examiner and the modified SR score (absolute r value≤0.308). The present findings suggest that PSLR and SR test scores are strongly influenced by factors other than hamstring stiffness and therefore might not accurately evaluate hamstring stiffness. © Georg Thieme Verlag KG Stuttgart · New York.

Manual for Scoring the Test of Directed Imagination.

Science.gov (United States)

Veldman, Donald J.; And Others

A scoring manual for the Directed Imagination Test, a projective technique wherein the subject is instructed to write four fictional stories (four minutes are allowed for each) about teachers and their experiences, is presented. The manual provides detailed instructions for rating each story by fifteen dimensions relevant to teacher education…

AP Trends: Tests Soar, Scores Slip--Gaps between Groups Spur Equity Concerns

Science.gov (United States)

Cech, Scott J.

2008-01-01

More students are taking Advanced Placement tests, but the proportion of tests receiving what is deemed a passing score has dipped, and the mean score is down for the fourth year in a row. Data released here this week by the New York City-based nonprofit organization that owns the AP brand shows that a greater-than-ever proportion of students…

Failure mode and effects analysis: an empirical comparison of failure mode scoring procedures.

Science.gov (United States)

Ashley, Laura; Armitage, Gerry

2010-12-01

To empirically compare 2 different commonly used failure mode and effects analysis (FMEA) scoring procedures with respect to their resultant failure mode scores and prioritization: a mathematical procedure, where scores are assigned independently by FMEA team members and averaged, and a consensus procedure, where scores are agreed on by the FMEA team via discussion. A multidisciplinary team undertook a Healthcare FMEA of chemotherapy administration. This included mapping the chemotherapy process, identifying and scoring failure modes (potential errors) for each process step, and generating remedial strategies to counteract them. Failure modes were scored using both an independent mathematical procedure and a team consensus procedure. Almost three-fifths of the 30 failure modes generated were scored differently by the 2 procedures, and for just more than one-third of cases, the score discrepancy was substantial. Using the Healthcare FMEA prioritization cutoff score, almost twice as many failure modes were prioritized by the consensus procedure than by the mathematical procedure. This is the first study to empirically demonstrate that different FMEA scoring procedures can score and prioritize failure modes differently. It found considerable variability in individual team members' opinions on scores, which highlights the subjective and qualitative nature of failure mode scoring. A consensus scoring procedure may be most appropriate for FMEA as it allows variability in individuals' scores and rationales to become apparent and to be discussed and resolved by the team. It may also yield team learning and communication benefits unlikely to result from a mathematical procedure.

Difficulties First-Year University Mathematics Students Have in Reading Their Mathematics Textbook. Technical Report. No. 2009-1

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Shepherd, Mary D.; Selden, Annie; Selden, John

2009-01-01

This exploratory study examined the experiences and difficulties certain first-year university students displayed in reading new passages from their mathematics textbooks. We interviewed eleven precalculus and calculus students who were considered to be good at mathematics, as indicated by high ACT mathematics scores. These students were also …

Validity of GRE General Test Scores and TOEFL Scores for Graduate Admission to a Technical University in Western Europe

Science.gov (United States)

Zimmermann, Judith; von Davier, Alina A.; Buhmann, Joachim M.; Heinimann, Hans R.

2018-01-01

Graduate admission has become a critical process in tertiary education, whereby selecting valid admissions instruments is key. This study assessed the validity of Graduate Record Examination (GRE) General Test scores for admission to Master's programmes at a technical university in Europe. We investigated the indicative value of GRE scores for the…

The Formalization of Fairness: Issues in Testing for Measurement Invariance Using Subtest Scores

Science.gov (United States)

Molenaar, Dylan; Borsboom, Denny

2013-01-01

Measurement invariance is an important prerequisite for the adequate comparison of group differences in test scores. In psychology, measurement invariance is typically investigated by means of linear factor analyses of subtest scores. These subtest scores typically result from summing the item scores. In this paper, we discuss 4 possible problems…

Test-and-treat approach to HIV/AIDS: a primer for mathematical modeling.

Science.gov (United States)

Nah, Kyeongah; Nishiura, Hiroshi; Tsuchiya, Naho; Sun, Xiaodan; Asai, Yusuke; Imamura, Akifumi

2017-09-05

The public benefit of test-and-treat has induced a need to justify goodness for the public, and mathematical modeling studies have played a key role in designing and evaluating the test-and-treat strategy for controlling HIV/AIDS. Here we briefly and comprehensively review the essence of contemporary understanding of the test-and-treat policy through mathematical modeling approaches and identify key pitfalls that have been identified to date. While the decrease in HIV incidence is achieved with certain coverages of diagnosis, care and continued treatment, HIV prevalence is not necessarily decreased and sometimes the test-and-treat is accompanied by increased long-term cost of antiretroviral therapy (ART). To confront with the complexity of assessment on this policy, the elimination threshold or the effective reproduction number has been proposed for its use in determining the overall success to anticipate the eventual elimination. Since the publication of original model in 2009, key issues of test-and-treat modeling studies have been identified, including theoretical problems surrounding the sexual partnership network, heterogeneities in the transmission dynamics, and realistic issues of achieving and maintaining high treatment coverage in the most hard-to-reach populations. To explicitly design country-specific control policy, quantitative modeling approaches to each single setting with differing epidemiological context would require multi-disciplinary collaborations among clinicians, public health practitioners, laboratory technologists, epidemiologists and mathematical modelers.

Learning to Learn: An Analysis of Early Learning Behaviours Demonstrated by Young Deaf/Hard-of-Hearing Children with High/Low Mathematics Ability

Science.gov (United States)

Pagliaro, Claudia M.; Kritzer, Karen L.

2010-01-01

Using a multiple case-study design, this study compares the early learning behaviours of young deaf/hard-of-hearing (d/hh) children with high/low mathematics ability (as defined by test score on the Test of Early Mathematics Ability-3). Children's simultaneous use of multiple learning behaviours was also examined as were contributing adult…

Explaining the black-white gap in cognitive test scores: Toward a theory of adverse impact.

Science.gov (United States)

Cottrell, Jonathan M; Newman, Daniel A; Roisman, Glenn I

2015-11-01

In understanding the causes of adverse impact, a key parameter is the Black-White difference in cognitive test scores. To advance theory on why Black-White cognitive ability/knowledge test score gaps exist, and on how these gaps develop over time, the current article proposes an inductive explanatory model derived from past empirical findings. According to this theoretical model, Black-White group mean differences in cognitive test scores arise from the following racially disparate conditions: family income, maternal education, maternal verbal ability/knowledge, learning materials in the home, parenting factors (maternal sensitivity, maternal warmth and acceptance, and safe physical environment), child birth order, and child birth weight. Results from a 5-wave longitudinal growth model estimated on children in the NICHD Study of Early Child Care and Youth Development from ages 4 through 15 years show significant Black-White cognitive test score gaps throughout early development that did not grow significantly over time (i.e., significant intercept differences, but not slope differences). Importantly, the racially disparate conditions listed above can account for the relation between race and cognitive test scores. We propose a parsimonious 3-Step Model that explains how cognitive test score gaps arise, in which race relates to maternal disadvantage, which in turn relates to parenting factors, which in turn relate to cognitive test scores. This model and results offer to fill a need for theory on the etiology of the Black-White ethnic group gap in cognitive test scores, and attempt to address a missing link in the theory of adverse impact. (c) 2015 APA, all rights reserved).

The Development of Proofs in Analytical Mathematics for Undergraduate Students

Science.gov (United States)

Ali, Maselan; Sufahani, Suliadi; Hasim, Nurnazifa; Saifullah Rusiman, Mohd; Roslan, Rozaini; Mohamad, Mahathir; Khalid, Kamil

2018-04-01

Proofs in analytical mathematics are essential parts of mathematics, difficult to learn because its underlying concepts are not visible. This research consists of problems involving logic and proofs. In this study, a short overview was provided on how proofs in analytical mathematics were used by university students. From the results obtained, excellent students obtained better scores compared to average and poor students. The research instruments used in this study consisted of two parts: test and interview. In this way, analysis of students’ actual performances can be obtained. The result of this study showed that the less able students have fragile conceptual and cognitive linkages but the more able students use their strong conceptual linkages to produce effective solutions

A Maturing Global Testing Regime Meets the World Economy: Test Scores and Economic Growth, 1960-2012

Science.gov (United States)

Kamens, David H.

2015-01-01

This article considers the growth of the international testing regime. It discusses sources of growth and empirically examines two related sets of issues: (1) the stability of countries' achievement scores, and (2) the influence of those national scores on subsequent economic development over different time lags. The article suggests that…

Licensure tests for special education teachers: how well they assess knowledge of reading instruction and mathematics.

Science.gov (United States)

Stotsky, Sandra

2009-01-01

To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS's tests of "principles of teaching and learning." Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.

Processes in the development of mathematics in kindergarten children from Title 1 schools.

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Foster, Matthew E; Anthony, Jason L; Clements, Doug H; Sarama, Julie H

2015-12-01

This study examined how well nonverbal IQ (or fluid intelligence), vocabulary, phonological awareness (PA), rapid autonomized naming (RAN), and phonological short-term memory (STM) predicted mathematics outcomes. The 208 participating kindergartners were administered tests of fluid intelligence, vocabulary, PA, RAN, STM, and numeracy in the fall of kindergarten, whereas tests of numeracy and applied problems were administered in the spring of kindergarten. Fall numeracy scores accounted for substantial variation in spring outcomes (R(2) values = .49 and .32 for numeracy and applied problems, respectively), which underscores the importance of preschool math instruction and screening for mathematics learning difficulties on entry into kindergarten. Fluid intelligence and PA significantly predicted unique variation in spring numeracy scores (ΔR(2) = .05) after controlling for autoregressive effects and classroom nesting. Fluid intelligence, PA, and STM significantly predicted unique variation in spring applied problems scores (ΔR(2) = .14) after controlling for autoregressive effects and classroom nesting. Although the contributions of fluid intelligence, PA, and STM toward math outcomes were reliable and arguably important, they were small. Copyright © 2015 Elsevier Inc. All rights reserved.

Psychometric Properties of Raw and Scale Scores on Mixed-Format Tests

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Kolen, Michael J.; Lee, Won-Chan

2011-01-01

This paper illustrates that the psychometric properties of scores and scales that are used with mixed-format educational tests can impact the use and interpretation of the scores that are reported to examinees. Psychometric properties that include reliability and conditional standard errors of measurement are considered in this paper. The focus is…

The National Benchmark Test of quantitative literacy: Does it ...

African Journals Online (AJOL)

This article explores the relationship between these two standardised assessments in the domain of mathematical/quantitative literacy. This is accomplished through a Pearson correlation analysis of 6,363 test scores obtained by Grade 12 learners on the NSC Mathematical Literacy examination and the Quantitative ...

Additive and Multiplicative Effects of Working Memory and Test Anxiety on Mathematics Performance in Grade 3 Students

Science.gov (United States)

Korhonen, Johan; Nyroos, Mikaela; Jonsson, Bert; Eklöf, Hanna

2018-01-01

The aim of this study was to investigate the interplay between test anxiety and working memory (WM) on mathematics performance in younger children. A sample of 624 grade 3 students completed a test battery consisting of a test anxiety scale, WM tasks and the Swedish national examination in mathematics for grade 3. The main effects of test anxiety…

VEDIC MATHEMATICS

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Sead Rešić

2015-09-01

Full Text Available It is very difficult to motivate students when it comes to a school subject like Mathematics. Teachers spend a lot of time trying to find something that will arouse interest in students. It is particularly difficult to find materials that are motivating enough for students that they eagerly wait for the next lesson. One of the solutions may be found in Vedic Mathematics. Traditional methods of teaching Mathematics create fear of this otherwise interesting subject in the majority of students. Fear increases failure. Often the traditional, conventional mathematical methods consist of very long lessons which are difficult to understand. Vedic Mathematics is an ancient system that is very flexible and encourages the development of intuition and innovation. It is a mental calculating tool that does not require a calculator because the calculator is embedded in each of us. Starting from the above problems of fear and failure in Mathematics, the goal of this paper is to do research with the control and the experimental group and to compare the test results. Two tests should be done for each of the groups. The control group would do the tests in the conventional way. The experimental group would do the first test in a conventional manner and then be subjected to different treatment, that is to say, be taught on the basis of Vedic Mathematics. After that, the second group would do the second test according to the principles of Vedic Mathematics. Expectations are that after short lectures on Vedic mathematics results of the experimental group would improve and that students will show greater interest in Mathematics.

Using Interactive Software to Teach Foundational Mathematical Skills

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Larysa V Lysenko

2016-01-01

Full Text Available The pilot research presented here explores the classroom use of Emerging Literacy in Mathematics (ELM software, a research-based bilingual interactive multimedia instructional tool, and its potential to develop emerging numeracy skills. At the time of the study, a central theme of early mathematics curricula, Number Concept, was fully developed. It was broken down into five mathematical concepts including counting, comparing, adding, subtracting and decomposing. Each of these was further subdivided yielding 22 online activities, each building in a level of complexity and abstraction. In total, 234 grade one students from 12 classes participated in the two-group post-test study that lasted about seven weeks and for which students in the experimental group used ELM for about 30 minutes weekly. The results for the final sample of 186 students showed that ELM students scored higher on the standardized math test (Canadian Achievement Test, 2008 and reported less boredom and lower anxiety as measured on the Academic Emotions Questionnaire than their peers in the control group. This short duration pilot study of one ELM theme holds great promise for ELM’s continued development.

The Princeton companion to mathematics

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Barrow-Green, June; Leader, Imre

2008-01-01

This is a one-of-a-kind reference for anyone with a serious interest in mathematics. Edited by Timothy Gowers, a recipient of the Fields Medal, it presents nearly two hundred entries, written especially for this book by some of the world's leading mathematicians, that introduce basic mathematical tools and vocabulary; trace the development of modern mathematics; explain essential terms and concepts; examine core ideas in major areas of mathematics; describe the achievements of scores of famous mathematicians; explore the impact of mathematics on other disciplines such as biology, finance, and music--and much, much more

Optimal Scoring Methods of Hand-Strength Tests in Patients with Stroke

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Huang, Sheau-Ling; Hsieh, Ching-Lin; Lin, Jau-Hong; Chen, Hui-Mei

2011-01-01

The purpose of this study was to determine the optimal scoring methods for measuring strength of the more-affected hand in patients with stroke by examining the effect of reducing measurement errors. Three hand-strength tests of grip, palmar pinch, and lateral pinch were administered at two sessions in 56 patients with stroke. Five scoring methods…

Implementation of an Improved Adaptive Testing Theory

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Al-A'ali, Mansoor

2007-01-01

Computer adaptive testing is the study of scoring tests and questions based on assumptions concerning the mathematical relationship between examinees' ability and the examinees' responses. Adaptive student tests, which are based on item response theory (IRT), have many advantages over conventional tests. We use the least square method, a…

Students discussing their mathematical ideas: Group-tests and mind-maps

NARCIS (Netherlands)

Pijls, M.; de Kramer, D.; Maj, B.; Pytlak, M.; Swoboda, E.

2008-01-01

In an explorative research project, teachers experimented with new ideas to make their students discuss (i.e. show, explain, justify and reconstruct their work) their mathematical ideas with each other. Two kind of special tasks were developed: group tests and mind maps. Also, the role of the

Testing statistical significance scores of sequence comparison methods with structure similarity

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Leunissen Jack AM

2006-10-01

Full Text Available Abstract Background In the past years the Smith-Waterman sequence comparison algorithm has gained popularity due to improved implementations and rapidly increasing computing power. However, the quality and sensitivity of a database search is not only determined by the algorithm but also by the statistical significance testing for an alignment. The e-value is the most commonly used statistical validation method for sequence database searching. The CluSTr database and the Protein World database have been created using an alternative statistical significance test: a Z-score based on Monte-Carlo statistics. Several papers have described the superiority of the Z-score as compared to the e-value, using simulated data. We were interested if this could be validated when applied to existing, evolutionary related protein sequences. Results All experiments are performed on the ASTRAL SCOP database. The Smith-Waterman sequence comparison algorithm with both e-value and Z-score statistics is evaluated, using ROC, CVE and AP measures. The BLAST and FASTA algorithms are used as reference. We find that two out of three Smith-Waterman implementations with e-value are better at predicting structural similarities between proteins than the Smith-Waterman implementation with Z-score. SSEARCH especially has very high scores. Conclusion The compute intensive Z-score does not have a clear advantage over the e-value. The Smith-Waterman implementations give generally better results than their heuristic counterparts. We recommend using the SSEARCH algorithm combined with e-values for pairwise sequence comparisons.

Enduring links from childhood mathematics and reading achievement to adult socioeconomic status.

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Ritchie, Stuart J; Bates, Timothy C

2013-07-01

Understanding the determinants of socioeconomic status (SES) is an important economic and social goal. Several major influences on SES are known, yet much of the variance in SES remains unexplained. In a large, population-representative sample from the United Kingdom, we tested the effects of mathematics and reading achievement at age 7 on attained SES by age 42. Mathematics and reading ability both had substantial positive associations with adult SES, above and beyond the effects of SES at birth, and with other important factors, such as intelligence. Achievement in mathematics and reading was also significantly associated with intelligence scores, academic motivation, and duration of education. These findings suggest effects of improved early mathematics and reading on SES attainment across the life span.

ASSOCIATION AMONG MATHEMATICAL CRITICAL THINKING SKILL, COMMUNICATION, AND CURIOSITY ATTITUDE AS THE IMPACT OF PROBLEM-BASED LEARNING AND COGNITIVE CONFLICT STRATEGY (PBLCCS) IN NUMBER THEORY COURSE

OpenAIRE

Zetriuslita Zetriuslita; Wahyudin Wahyudin; Jarnawi Afgani Dahlan

2018-01-01

This research aims to find out the association amongMathematical Critical Thinking (MCT) ability, Mathematical Communication, and Mathematical Curiosity Attitude (MCA) as the impact of applying Problem-Based Learning Cognitive Conflict Strategy(PBLCCS) in Number Theory course. The research method is correlative study. The instruments include a test for mathematical critical thinking skill and communication, and questionnaire to obtain the scores of mathematical curiosity attitude. The finding...

Analyses of Children's Mathematics Proficiency from ECLS-K 1998 and 2010 Cohorts: Why Early Mathematics?

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Lee, Joohi; Pant, Mohan D.

2017-01-01

This article presents the correlation analyses of mathematics item response theory scores from the Early Childhood Longitudinal Study, Kindergarten Class of 1998 and 2010 data, and proposes the critical need for systematic efforts to improve the quality of pre- and in-service teachers of young children in teaching mathematics.

High Test Scores: The Wrong Road to National Economic Success

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Baker, Keith

2011-01-01

A widely held view is that good schools are essential to a nation's international economic success and that high test scores on international tests of academic skills and knowledge indicate how good a nation's schools are. The widespread belief that good schools are an important contributor to a nation's economic success in the world is supported…

Relationships between spatial activities and scores on the mental rotation test as a function of sex.

Science.gov (United States)

Ginn, Sheryl R; Pickens, Stefanie J

2005-06-01

Previous results suggested that female college students' scores on the Mental Rotations Test might be related to their prior experience with spatial tasks. For example, women who played video games scored better on the test than their non-game-playing peers, whereas playing video games was not related to men's scores. The present study examined whether participation in different types of spatial activities would be related to women's performance on the Mental Rotations Test. 31 men and 59 women enrolled at a small, private church-affiliated university and majoring in art or music as well as students who participated in intercollegiate athletics completed the Mental Rotations Test. Women's scores on the Mental Rotations Test benefitted from experience with spatial activities; the more types of experience the women had, the better their scores. Thus women who were athletes, musicians, or artists scored better than those women who had no experience with these activities. The opposite results were found for the men. Efforts are currently underway to assess how length of experience and which types of experience are related to scores.

Commognitive analysis of undergraduate mathematics students' first encounter with the subgroup test

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Ioannou, Marios

2018-06-01

This study analyses learning aspects of undergraduate mathematics students' first encounter with the subgroup test, using the commognitive theoretical framework. It focuses on students' difficulties as these are related to the object-level and metalevel mathematical learning in group theory, and, when possible, highlights any commognitive conflicts. In the data analysis, one can identify three types of difficulties, relevant to object-level learning: namely regarding the frequently observed confusion between groups and sets, the object-level rules of visual mediators, and the object-level rules of contextual notions, such as permutations, exponentials, sets and matrices. In addition, data analysis suggests two types of difficulties, relevant to metalevel learning. The first refers to the actual proof that the three conditions of subgroup test hold, and the second is related to syntactic inaccuracies, incomplete argumentation and problematic use of visual mediators. Finally, this study suggests that there are clear links between object-level and metalevel learning, mainly due to the fact that objectification of the various relevant mathematical notions influences the endorsement of the governing metarules.

Mathematics Intervention Utilizing Carnegie Learning's Cognitive Tutor® and Compass Learning's Odyssey Math®

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Barton, James M.

2016-01-01

Carnegie Learning's Cognitive Tutor®The purpose of this study is to determine whether there is a statistically significant difference between pre-test and post-test achievement scores when Compass Learning's Odyssey Math® is used together with Carnegie Learning's Math Cognitive Tutor® in a mathematics intervention program at ABC Middle School. The…

Effects of Vigorous Intensity Physical Activity on Mathematics Test Performance

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Phillips, David S.; Hannon, James C.; Castelli, Darla M.

2015-01-01

The effect of an acute bout of physical activity on academic performance in school-based settings is under researched. The purpose of this study was to examine associations between a single, vigorous (70-85%) bout of physical activity completed during physical education on standardized mathematics test performance among 72, eighth grade students…

Secondary School Mathematics Teachers' Attitude in Teaching Mathematics

OpenAIRE

Mulugeta Atnafu

2014-01-01

The purpose of this study was to examine Addis Ababa secondary school mathematics teachers’ attitude in teaching mathematics. 148 mathematics teachers were selected using cluster sampling from Addis Ababa administration region. The study used survey method of data collection and it includes both quantitative and qualitative research methods. From the independent t-test, ANOVA, tukey test and regression analysis, some of the results obtained were: the majority of the secondary school mathemati...

A knowledge-based theory of rising scores on "culture-free" tests.

Science.gov (United States)

Fox, Mark C; Mitchum, Ainsley L

2013-08-01

Secular gains in intelligence test scores have perplexed researchers since they were documented by Flynn (1984, 1987). Gains are most pronounced on abstract, so-called culture-free tests, prompting Flynn (2007) to attribute them to problem-solving skills availed by scientifically advanced cultures. We propose that recent-born individuals have adopted an approach to analogy that enables them to infer higher level relations requiring roles that are not intrinsic to the objects that constitute initial representations of items. This proposal is translated into item-specific predictions about differences between cohorts in pass rates and item-response patterns on the Raven's Matrices (Flynn, 1987), a seemingly culture-free test that registers the largest Flynn effect. Consistent with predictions, archival data reveal that individuals born around 1940 are less able to map objects at higher levels of relational abstraction than individuals born around 1990. Polytomous Rasch models verify predicted violations of measurement invariance, as raw scores are found to underestimate the number of analogical rules inferred by members of the earlier cohort relative to members of the later cohort who achieve the same overall score. The work provides a plausible cognitive account of the Flynn effect, furthers understanding of the cognition of matrix reasoning, and underscores the need to consider how test-takers select item responses. PsycINFO Database Record (c) 2013 APA, all rights reserved.

A Latent Class Approach to Estimating Test-Score Reliability

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van der Ark, L. Andries; van der Palm, Daniel W.; Sijtsma, Klaas

2011-01-01

This study presents a general framework for single-administration reliability methods, such as Cronbach's alpha, Guttman's lambda-2, and method MS. This general framework was used to derive a new approach to estimating test-score reliability by means of the unrestricted latent class model. This new approach is the latent class reliability…

Scope Complexity Options Risks Excursions (SCORE) Factor Mathematical Description.

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Gearhart, Jared Lee [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Samberson, Jonell Nicole [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Shettigar, Subhasini [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Jungels, John [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Welch, Kimberly M. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Jones, Dean A. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)

2017-03-01

The purpose of the Scope, Complexity, Options, Risks, Excursions (SCORE) model is to estimate the relative complexity of design variants of future warhead options, resulting in scores. SCORE factors extend this capability by providing estimates of complexity relative to a base system (i.e., all design options are normalized to one weapon system). First, a clearly defined set of scope elements for a warhead option is established. The complexity of each scope element is estimated by Subject Matter Experts (SMEs), including a level of uncertainty, relative to a specific reference system. When determining factors, complexity estimates for a scope element can be directly tied to the base system or chained together via comparable scope elements in a string of reference systems that ends with the base system. The SCORE analysis process is a growing multi-organizational Nuclear Security Enterprise (NSE) effort, under the management of the NA-12 led Enterprise Modeling and Analysis Consortium (EMAC). Historically, it has provided the data elicitation, integration, and computation needed to support the out-year Life Extension Program (LEP) cost estimates included in the Stockpile Stewardship Management Plan (SSMP).

Computerized scoring algorithms for the Autobiographical Memory Test.

Science.gov (United States)

Takano, Keisuke; Gutenbrunner, Charlotte; Martens, Kris; Salmon, Karen; Raes, Filip

2018-02-01

Reduced specificity of autobiographical memories is a hallmark of depressive cognition. Autobiographical memory (AM) specificity is typically measured by the Autobiographical Memory Test (AMT), in which respondents are asked to describe personal memories in response to emotional cue words. Due to this free descriptive responding format, the AMT relies on experts' hand scoring for subsequent statistical analyses. This manual coding potentially impedes research activities in big data analytics such as large epidemiological studies. Here, we propose computerized algorithms to automatically score AM specificity for the Dutch (adult participants) and English (youth participants) versions of the AMT by using natural language processing and machine learning techniques. The algorithms showed reliable performances in discriminating specific and nonspecific (e.g., overgeneralized) autobiographical memories in independent testing data sets (area under the receiver operating characteristic curve > .90). Furthermore, outcome values of the algorithms (i.e., decision values of support vector machines) showed a gradient across similar (e.g., specific and extended memories) and different (e.g., specific memory and semantic associates) categories of AMT responses, suggesting that, for both adults and youth, the algorithms well capture the extent to which a memory has features of specific memories. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Robust joint score tests in the application of DNA methylation data analysis.

Science.gov (United States)

Li, Xuan; Fu, Yuejiao; Wang, Xiaogang; Qiu, Weiliang

2018-05-18

Recently differential variability has been showed to be valuable in evaluating the association of DNA methylation to the risks of complex human diseases. The statistical tests based on both differential methylation level and differential variability can be more powerful than those based only on differential methylation level. Anh and Wang (2013) proposed a joint score test (AW) to simultaneously detect for differential methylation and differential variability. However, AW's method seems to be quite conservative and has not been fully compared with existing joint tests. We proposed three improved joint score tests, namely iAW.Lev, iAW.BF, and iAW.TM, and have made extensive comparisons with the joint likelihood ratio test (jointLRT), the Kolmogorov-Smirnov (KS) test, and the AW test. Systematic simulation studies showed that: 1) the three improved tests performed better (i.e., having larger power, while keeping nominal Type I error rates) than the other three tests for data with outliers and having different variances between cases and controls; 2) for data from normal distributions, the three improved tests had slightly lower power than jointLRT and AW. The analyses of two Illumina HumanMethylation27 data sets GSE37020 and GSE20080 and one Illumina Infinium MethylationEPIC data set GSE107080 demonstrated that three improved tests had higher true validation rates than those from jointLRT, KS, and AW. The three proposed joint score tests are robust against the violation of normality assumption and presence of outlying observations in comparison with other three existing tests. Among the three proposed tests, iAW.BF seems to be the most robust and effective one for all simulated scenarios and also in real data analyses.

Just as smart but not as successful: obese students obtain lower school grades but equivalent test scores to nonobese students.

Science.gov (United States)

MacCann, C; Roberts, R D

2013-01-01

The obesity epidemic in industrialized nations has important implications for education, as research demonstrates lower academic achievement among obese students. The current paper compares the test scores and school grades of obese, overweight and normal-weight students in secondary and further education, controlling for demographic variables, personality, ability and well-being confounds. This study included 383 eighth-grade students (49% female; study 1) and 1036 students from 24 community colleges and universities (64% female, study 2), both drawn from five regions across the United States. In study 1, body mass index (BMI) was calculated using self-reports and parent reports of weight and height. In study 2, BMI was calculated from self-reported weight and height only. Both samples completed age-appropriate assessments of mathematics, vocabulary and the personality trait conscientiousness. Eighth-grade students additionally completed a measure of life satisfaction, with both self-reports and parent reports of their grades from the previous semester also obtained. Higher education students additionally completed measures of positive and negative affect, and self-reported their grades and college entrance scores. Obese students receive significantly lower grades in middle school (d=0.83), community college (d=0.34) and university (d=0.36), but show no statistically significant differences in intelligence or achievement test scores. Even after controlling for demographic variables, intelligence, personality and well-being, obese students obtain significantly lower grades than normal-weight students in the eighth grade (d=0.39), community college (d=0.42) and university (d=0.31). Lower grades may reflect peer and teacher prejudice against overweight and obese students rather than lack of ability among these students.

Heuristic and algorithmic processing in English, mathematics, and science education.

Science.gov (United States)

Sharps, Matthew J; Hess, Adam B; Price-Sharps, Jana L; Teh, Jane

2008-01-01

Many college students experience difficulties in basic academic skills. Recent research suggests that much of this difficulty may lie in heuristic competency--the ability to use and successfully manage general cognitive strategies. In the present study, the authors evaluated this possibility. They compared participants' performance on a practice California Basic Educational Skills Test and on a series of questions in the natural sciences with heuristic and algorithmic performance on a series of mathematics and reading comprehension exercises. Heuristic competency in mathematics was associated with better scores in science and mathematics. Verbal and algorithmic skills were associated with better reading comprehension. These results indicate the importance of including heuristic training in educational contexts and highlight the importance of a relatively domain-specific approach to questions of cognition in higher education.

Using assessment to individualize early mathematics instruction.

Science.gov (United States)

Connor, Carol McDonald; Mazzocco, Michèle M M; Kurz, Terri; Crowe, Elizabeth C; Tighe, Elizabeth L; Wood, Taffeta S; Morrison, Frederick J

2018-02-01

Accumulating evidence suggests that assessment-informed personalized instruction, tailored to students' individual skills and abilities, is more effective than more one-size-fits-all approaches. In this study, we evaluate the efficacy of Individualizing Student Instruction in Mathematics (ISI-Math) compared to Reading (ISI-Reading) where classrooms were randomly assigned to ISI-Math or ISI-Reading. The literature on child characteristics X instruction or skill X treatment interaction effects point to the complexities of tailoring instruction for individual students who present with constellations of skills. Second graders received mathematics instruction in small flexible learning groups based on their assessed learning needs. Results of the study (n=32 teachers, 370 students) revealed significant treatment effects on standardized mathematics assessments. With effect sizes (d) of 0.41-0.60, we show that we can significantly improve 2nd graders' mathematics achievement, including for children living in poverty, by using assessment data to individualize the mathematics instruction they receive. The instructional regime, ISI-Math, was implemented by regular classroom teachers and it led to about a 4-month achievement advantage on standardized mathematics tests when compared to students in control classrooms. These results were realized within one school year. Moreover, treatment effects were the same regardless of school-level poverty and students' gender, initial mathematics or vocabulary scores. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Mathematics for common entrance three (extension) answers

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Alexander, Serena

2015-01-01

This book contains answers to all exercises featured in the accompanying textbook Mathematics for Common Entrance Three (Extension) , which provides essential preparation for Level 3 of the ISEB 13+ Mathematics exam, as well as for CASE and other scholarship exams. - Clean, clear layout for easy marking. - Includes examples of high-scoring answers with diagrams and workings. Also available to purchase from the Galore Park website www.galorepark.co.uk :. - Mathematics for Common Entrance Three (Extension). - Mathematics for Common Entrance One. - Mathematics for Common Entrance One Answers. - M

Mathematics Anxiety, Working Memory, and Mathematics Performance in Secondary-School Children.

Science.gov (United States)

Passolunghi, Maria C; Caviola, Sara; De Agostini, Ruggero; Perin, Chiara; Mammarella, Irene C

2016-01-01

Mathematics anxiety (MA) has been defined as "a feeling of tension and anxiety that interferes with the manipulation of numbers and the solving of math problems in a wide variety of ordinary life and academic situations." Previous studies have suggested that a notable proportion of children in primary and secondary school suffer from MA, which is negatively correlated with calculation skills. The processing efficiency and attentional control theories suggest that working memory (WM) also plays an important part in such anxious feelings. The present study aimed to analyze the academic achievement and cognitive profiles of students with high math anxiety (HMA) and low math anxiety (LMA). Specifically, 32 students with HMA and 34 with LMA matched for age, gender, generalized anxiety, and vocabulary attending sixth to eighth grades were selected from a larger sample. The two groups were tested on reading decoding, reading comprehension, mathematics achievement, and on verbal short-term memory and WM. Our findings showed that HMA students were weak in several measures of mathematics achievement, but not in reading and writing skills, and that students with HMA reported lower scores on short-term memory and WM performances (with associated difficulties in inhibiting irrelevant information) than children with LMA. In addition, a logistic regression showed that weaknesses in inhibitory control and fact retrieval were the strongest variables for classifying children as having HMA or LMA.

Mathematics Anxiety, Working Memory and Mathematics Performance in Secondary-School Children

Directory of Open Access Journals (Sweden)

Maria Chiara ePassolunghi

2016-02-01

Full Text Available Mathematics anxiety (MA has been defined as a feeling of tension and anxiety that interferes with the manipulation of numbers and the solving of math problems in a wide variety of ordinary life and academic situations. Previous studies have suggested that a notable proportion of children in primary and secondary school suffer from MA, which is negatively correlated with calculation skills. The processing efficiency and attentional control theories suggest that working memory (WM also plays an important part in such anxious feelings.The present study aimed to analyze the academic achievement and cognitive profiles of students with high math anxiety (HMA and low math anxiety (LMA. Specifically, 32 students with HMA and 34 with LMA matched for age, gender, generalized anxiety, and vocabulary attending sixth to eighth grades were selected from a larger sample. The two groups were tested on reading decoding, reading comprehension, mathematics achievement, and on verbal short-term memory and WM. Our findings showed that HMA students were weak in several measures of mathematics achievement, but not in reading and writing skills, and that students with HMA reported lower scores on short-term memory and WM performances (with associated difficulties in inhibiting irrelevant information than children with LMA. In addition, a logistic regression showed that weaknesses in inhibitory control and fact retrieval were the strongest variables for classifying children as having HMA or LMA.

America's Mediocre Test Scores: Education Crisis or Poverty Crisis?

Science.gov (United States)

Petrilli, Michael J.; Wright, Brandon L.

2016-01-01

At a time when the national conversation is focused on lagging upward mobility, it is no surprise that many educators point to poverty as the explanation for mediocre test scores among U.S. students compared to those of students in other countries. If American teachers in struggling U.S. schools taught in Finland, says Finnish educator Pasi…

Power and sample size evaluation for the Cochran-Mantel-Haenszel mean score (Wilcoxon rank sum) test and the Cochran-Armitage test for trend.

Science.gov (United States)

Lachin, John M

2011-11-10

The power of a chi-square test, and thus the required sample size, are a function of the noncentrality parameter that can be obtained as the limiting expectation of the test statistic under an alternative hypothesis specification. Herein, we apply this principle to derive simple expressions for two tests that are commonly applied to discrete ordinal data. The Wilcoxon rank sum test for the equality of distributions in two groups is algebraically equivalent to the Mann-Whitney test. The Kruskal-Wallis test applies to multiple groups. These tests are equivalent to a Cochran-Mantel-Haenszel mean score test using rank scores for a set of C-discrete categories. Although various authors have assessed the power function of the Wilcoxon and Mann-Whitney tests, herein it is shown that the power of these tests with discrete observations, that is, with tied ranks, is readily provided by the power function of the corresponding Cochran-Mantel-Haenszel mean scores test for two and R > 2 groups. These expressions yield results virtually identical to those derived previously for rank scores and also apply to other score functions. The Cochran-Armitage test for trend assesses whether there is an monotonically increasing or decreasing trend in the proportions with a positive outcome or response over the C-ordered categories of an ordinal independent variable, for example, dose. Herein, it is shown that the power of the test is a function of the slope of the response probabilities over the ordinal scores assigned to the groups that yields simple expressions for the power of the test. Copyright © 2011 John Wiley & Sons, Ltd.

The Implications of Family Size and Birth Order for Test Scores and Behavioral Development

Science.gov (United States)

Silles, Mary A.

2010-01-01

This article, using longitudinal data from the National Child Development Study, presents new evidence on the effects of family size and birth order on test scores and behavioral development at age 7, 11 and 16. Sibling size is shown to have an adverse causal effect on test scores and behavioral development. For any given family size, first-borns…

Assessment of math learning by the Early Mathematical Competence Test Spanish version. Estimación del aprendizaje matemático mediante la versión española del Test de Evaluación Matemática Temprana de Utrecht

Directory of Open Access Journals (Sweden)

José I. Navarro

2009-06-01

Full Text Available The Early Mathematical Competence Test (EMTC assesses mathematical knowledge for kindergarden and primary school children. The test has 3 versions, of 40 items each and measures eight aspects of mathematical competence: Concepts of comparison; Classification; Correspondence; Seriation; Using counting words, forwards and backwards; Structures counting; Resultative counting; and General knowledge of numbers. Each subtest has five questions and a total score of 40 points. The main aim of this study was the standardization of EMTC for a Spanish population, following the international reliability and validation statistical rules. The test was administered to 1053 participants aged 4 to 7 (539 male and 514 female from 14 schools. The EMTC provides a Mathematical Competence index, has a standard prediction value, and validation and reliability scores were significant.

Key words: Early math, cognition, assessment, number sense, kindergarden, primary school.

El Test de Evaluación Matemática Temprana está orientado a medir el nivel de competencia matemática temprana. Se ha desarrollado para de educación infantil y 1º y 2º de primaria. Dispone de tres versiones paralelas, de 40 ítems cada una. Consta de 8 tareas, divididas en grupos de 5: Comparación, clasificación, correspondencia, seriación, conteo verbal, conteo estructurado, conteo resultante y conocimiento general de los números. Tiene una puntuación máxima de 40 puntos (uno por cada ítem correcto. El objetivo fundamental de este estudio consistió en adaptar el test a la población española con todas las garantías de validez y fiabilidad, que permita tener un instrumento para detectar posibles problemas en el aprendizaje de las matemáticas en los inicios de la escolaridad. El TEMT se ha baremado con una muestra de 1.053 niños/as pertenecientes a 14 colegios. 539 eran varones y 514 mujeres. Nos da un índice cuantitativo del nivel de competencia matem

A score based on screening tests to differentiate mild cognitive impairment from subjective memory complaints

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Fábio Henrique de Gobbi Porto

2013-09-01

Full Text Available It is not easy to differentiate patients with mild cognitive impairment (MCI from subjective memory complainers (SMC. Assessments with screening cognitive tools are essential, particularly in primary care where most patients are seen. The objective of this study was to evaluate the diagnostic accuracy of screening cognitive tests and to propose a score derived from screening tests. Elderly subjects with memory complaints were evaluated using the Mini Mental State Examination (MMSE and the Brief Cognitive Battery (BCB. We added two delayed recalls in the MMSE (a delayed recall and a late-delayed recall, LDR, and also a phonemic fluency test of letter P fluency (LPF. A score was created based on these tests. The diagnoses were made on the basis of clinical consensus and neuropsychological testing. Receiver operating characteristic curve analyses were used to determine area under the curve (AUC, the sensitivity and specificity for each test separately and for the final proposed score. MMSE, LDR, LPF and delayed recall of BCB scores reach statistically significant differences between groups (P=0.000, 0.03, 0.001 and 0.01, respectively. Sensitivity, specificity and AUC were MMSE: 64%, 79% and 0.75 (cut off <29; LDR: 56%, 62% and 0.62 (cut off <3; LPF: 71%, 71% and 0.71 (cut off <14; delayed recall of BCB: 56%, 82% and 0.68 (cut off <9. The proposed score reached a sensitivity of 88% and 76% and specificity of 62% and 75% for cut off over 1 and over 2, respectively. AUC were 0.81. In conclusion, a score created from screening tests is capable of discriminating MCI from SMC with moderate to good accurancy.

Exploring rural high school learners' experience of mathematics ...

African Journals Online (AJOL)

School of Education Studies, University of the Free State, Qwaqwa Campus, South Africa ... City Press (2012) reports that one in six Grade 12 mathematics learners scored less ...... Eurasia Journal of Mathematics, Science and Technology.

Mathematics-Related Emotions among Finnish Adolescents across Different Performance Levels

Science.gov (United States)

Holm, Marja Eliisa; Hannula, Markku Sakari; Björn, Piia Maria

2017-01-01

This study examined the relation of mathematics performance and gender with seven mathematics-related emotions (enjoyment, pride, anger, anxiety, shame, hopelessness and boredom) among adolescents. Using strict and lenient mathematics performance cut-off scores, respective groups of adolescents with mathematics difficulties (MD, n = 136), low (LA,…

TDmat--Mathematics Diagnosis Evaluation Test for Engineering Sciences Students

Science.gov (United States)

Pinto, J. S.; Oliveira, M. P.; Anjo, A. B.; Pais, S. I. Vieira; Isidro, R. O.; Silva, M. H.

2007-01-01

Since 1989, the Mathematics Education Project (PmatE--Projecto Matematica Ensino) has developed several strategies to improve the success of students in Mathematics. The most important of these are mathematical games for all grades above primary school. The online evaluation of Mathematics subjects is one of PmatE's goals. The implementation of an…

A physical function test for use in the intensive care unit: validity, responsiveness, and predictive utility of the physical function ICU test (scored).

Science.gov (United States)

Denehy, Linda; de Morton, Natalie A; Skinner, Elizabeth H; Edbrooke, Lara; Haines, Kimberley; Warrillow, Stephen; Berney, Sue

2013-12-01

Several tests have recently been developed to measure changes in patient strength and functional outcomes in the intensive care unit (ICU). The original Physical Function ICU Test (PFIT) demonstrates reliability and sensitivity. The aims of this study were to further develop the original PFIT, to derive an interval score (the PFIT-s), and to test the clinimetric properties of the PFIT-s. A nested cohort study was conducted. One hundred forty-four and 116 participants performed the PFIT at ICU admission and discharge, respectively. Original test components were modified using principal component analysis. Rasch analysis examined the unidimensionality of the PFIT, and an interval score was derived. Correlations tested validity, and multiple regression analyses investigated predictive ability. Responsiveness was assessed using the effect size index (ESI), and the minimal clinically important difference (MCID) was calculated. The shoulder lift component was removed. Unidimensionality of combined admission and discharge PFIT-s scores was confirmed. The PFIT-s displayed moderate convergent validity with the Timed "Up & Go" Test (r=-.60), the Six-Minute Walk Test (r=.41), and the Medical Research Council (MRC) sum score (rho=.49). The ESI of the PFIT-s was 0.82, and the MCID was 1.5 points (interval scale range=0-10). A higher admission PFIT-s score was predictive of: an MRC score of ≥48, increased likelihood of discharge home, reduced likelihood of discharge to inpatient rehabilitation, and reduced acute care hospital length of stay. Scoring of sit-to-stand assistance required is subjective, and cadence cutpoints used may not be generalizable. The PFIT-s is a safe and inexpensive test of physical function with high clinical utility. It is valid, responsive to change, and predictive of key outcomes. It is recommended that the PFIT-s be adopted to test physical function in the ICU.

Effects of Cooperative Learning STAD on Mathematical Communication Ability of Elementary School Student

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Maelasari, E.; Wahyudin

2017-09-01

The aim of this study is to describe the increasing of mathematical communications capability, and difference between students who get STAD cooperative learning and students who receive Direct Instruction. This study is a quasi-experimental study with pretest posttest study design. Subjects in this study in one of the fifth grade elementary school located in Cibeureum District, Kuningan. The research instrument used was a written test mathematical communication skills. The results showed that the improvement of mathematical communication capabilities Direct Instruction students who scored significantly better than students who learned with STAD cooperative learning. By grouping according to the ability of students will show a positive impact on student achievement in the classroom.

High School Mathematics Curriculum Development Integrated with Character Education Within Project Assessment as Spiral System Leveled

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Siti Badriatul Munawaroh

2017-08-01

Full Text Available The purpose of this research are: (1 description of characteristics and (2 validate thesenior hight school of mathematics syllabus integrated character education with the project assessment, (3 test the effectiveness of the learning material of function in class X. Testing procedure of syllabus and learning used research development of Borg & Gall (1987. The data were processed with descriptive analysis, statistical test t test and regression. The results obtained by the integration of the 10 characters on the senior hight school of mathematics syllabus show a valid syllabus by experts with an average score of 4 (both categories, the maximum score of 5. Test implementation on learning reach effective: (1 the percentage of learners achieve mastery learning by 89, 5%; (2 an increase of characters curiosity of learners of meeting 1 to 2, up to 3, up to 4 each score gain of 0.17; 0.30; 0.31; (3 the influence of the curiosity of students to the learning outcomes of 48.9%, (4 the average learning outcomes of students experimental class (77.2 is better than the control class (76.2. Thus, each character can bring a change in behavior according to the character programmed and observed in the learning process in focus. Coordination learning at every level stated in the syllabus.

Behavioral Executive Functions Among Adolescents With Mathematics Difficulties.

Science.gov (United States)

Holm, Marja E; Aunio, Pirjo; Björn, Piia M; Klenberg, Liisa; Korhonen, Johan; Hannula, Markku S

2017-07-01

This study investigates behavioral executive functions (EFs) in the mathematics classroom context among adolescents with different mathematics performance levels. The EF problems were assessed by teachers using a behavioral rating inventory. Using cutoff scores on a standardized mathematics assessment, groups with mathematics difficulties (MD; n = 124), low mathematics performance (LA; n = 140), and average or higher scores (AC; n = 355) were identified. Results showed that the MD group had more problems with distractibility, directing attention, shifting attention, initiative, execution of action, planning, and evaluation than the LA group, whereas the differences in hyperactivity, impulsivity, and sustaining attention were not significant. Compared to the AC group, the MD group showed more problems with all behavioral EFs except hyperactivity and impulsivity, while the LA group showed more problems only with shifting attention. Male adolescents showed more behavioral EF problems than female adolescents, but this gender difference was negligible within the MD group. The practical implications of the results are discussed.

Metaphors We Do Math By: A Comparative Case Study of Public and Catholic School Teachers’ Understanding of the Common Core State Standards in Mathematics

OpenAIRE

Branch, Jennifer Danielle

2016-01-01

The United States has undergone multiple mathematics reforms since the 1980s with each reform setting out to increase national test scores and improve mathematics education in the nation’s schools. The current reform, the Common Core State Standards for Mathematics (CCSSM), seeks to create mathematically proficient students through a more active and rigorous curriculum. The goal of this yearlong study was to examine the understanding that intermediate and middle school math teachers make of t...

Allele-sharing models: LOD scores and accurate linkage tests.

Science.gov (United States)

Kong, A; Cox, N J

1997-11-01

Starting with a test statistic for linkage analysis based on allele sharing, we propose an associated one-parameter model. Under general missing-data patterns, this model allows exact calculation of likelihood ratios and LOD scores and has been implemented by a simple modification of existing software. Most important, accurate linkage tests can be performed. Using an example, we show that some previously suggested approaches to handling less than perfectly informative data can be unacceptably conservative. Situations in which this model may not perform well are discussed, and an alternative model that requires additional computations is suggested.

Citizen Science: The Small World Initiative Improved Lecture Grades and California Critical Thinking Skills Test Scores of Nonscience Major Students at Florida Atlantic University.

Science.gov (United States)

Caruso, Joseph P; Israel, Natalie; Rowland, Kimberly; Lovelace, Matthew J; Saunders, Mary Jane

2016-03-01

Course-based undergraduate research is known to improve science, technology, engineering, and mathematics student achievement. We tested "The Small World Initiative, a Citizen-Science Project to Crowdsource Novel Antibiotic Discovery" to see if it also improved student performance and the critical thinking of non-science majors in Introductory Biology at Florida Atlantic University (a large, public, minority-dominant institution) in academic year 2014-15. California Critical Thinking Skills Test pre- and posttests were offered to both Small World Initiative (SWI) and control lab students for formative amounts of extra credit. SWI lab students earned significantly higher lecture grades than control lab students, had significantly fewer lecture grades of D+ or lower, and had significantly higher critical thinking posttest total scores than control students. Lastly, more SWI students were engaged while taking critical thinking tests. These results support the hypothesis that utilizing independent course-based undergraduate science research improves student achievement even in nonscience students.

Mobile phone application for mathematics learning

Science.gov (United States)

Supandi; Ariyanto, L.; Kusumaningsih, W.; Aini, A. N.

2018-03-01

This research was aimed to determine the role of the use of Mobile Phone Application (MPA) in Mathematics learning. The Pre and Post-test Quasy Experiment method was applied. The Pre-test was performed to understand the initial capability. In contrast, the Post-test was selected to identify changes in student ability after they were introduced to the application of Mobile Technology. Student responses to the use of this application were evaluated by a questionnaire. Based on the questionnaire, high scores were achieved, indicating the student's interest in this application. Also, learning results showed significant improvement in the learning achievement and the student learning behaviour. It was concluded that education supported by the MPA application gave a positive impact on learning outcomes as well as learning atmosphere both in class and outside the classroom.

The Impact of Competition on Raising Mathematics Competency at Camelot Elementary School in Chesapeake, Virginia

Science.gov (United States)

Hayden, L. B.; Johnson, D.

2012-12-01

In 1995, the Virginia Department of Education approved a federal mandate for No Child Left Behind 2001 Education Act implementing the Standards of Learning (SOL) in four content areas: Mathematics, Science, English, and History and Social Sciences. These new guidelines set forth learning and achievement expectations for content areas for grades K-12 in Virginia's Public Schools. Given the SOL mandates, Virginia's elementary teachers and school leaders utilized research for specific teaching methods intended to encourage score improvements on end of year mathematics tests. In 2001, the concept of the Math Sprint Competition was introduced to Camelot Elementary School in Chesapeake Virginia, by researchers at Elizabeth City State University of Elizabeth City, North Carolina. Camelot Elementary, a K-5 school, is a Title I school nestled in a lower middle class neighborhood and houses a high number of minority students. On average, these students achieve lower test score gains than students in higher socioeconomic status district schools. Defined as a test-review based in relay format that utilizes released SOL test items, Math Sprint promotes mathematical skills outlined in Virginia SOL's and encourages competition among students that motivated them to quickly pick up on new material and retain the old material in order to out-do the others. Research identified was based on specific relationships between student competition and statewide testing results in mathematics for grades three, four, and five at Camelot Elementary. Data was compiled from results of the Math Sprint Competition and research focused on methods for motivating students encouraged by the use of a math sprint competition. Individual Pearson Product Moment Correlations were conducted to determine which variables possess strong and statistically significant relationships. Significantly, positive results came from 2005 to 2010 math sprints data from which students participated.

Test and Score Data Summary for TOEFL[R] Internet-Based and Paper-Based Tests. January 2008-December 2008 Test Data

Science.gov (United States)

Educational Testing Service, 2008

2008-01-01

The Test of English as a Foreign Language[TM], better known as TOEFL[R], is designed to measure the English-language proficiency of people whose native language is not English. TOEFL scores are accepted by more than 6,000 colleges, universities, and licensing agencies in 130 countries. The test is also used by governments, and scholarship and…

A comparison of rural high school students in Germany with rural Tennessee high school students' mathematics and science achievement

Science.gov (United States)

Harding, R. Fredrick

This descriptive study compared the science and mathematics aptitudes and achievement test scores for the final school year students in rural White County and Van Buren County, Tennessee with rural county students in Germany. In accordance with the previous research literature (Stevenson, 2002), German students outperformed U.S. students on The International Trends in Math and Science test (TIMSS). As reform in the U.S. education system has been underway, this study intended to compare German county student final school year performance with White County and Van Buren County (Grade 12) performance in science and mathematics. The entire populations of 176 White and Van Buren Counties senior high final school year students were compared with 120 school final year students from two rural German county high schools. The student responses to identical test and questionnaire items were compared using the t-test statistical analysis. In conclusion after t-test analyses, there was no significant difference (p>.05 level) in student attitudes on the 27 problem achievement and the 35 TIMSS questionnaire items between the sampled population of 120 German students compared with the population of 176 White and Van Buren students. Also, there was no statistically significant difference (p>.05 level) between the German, White, and Van Buren County rural science and math achievement in the TIMSS problem section of the final year test. Based on the research, recommendations to improve U.S. student scores to number one in the world include making changes in teaching methodology in mathematics and science; incorporating pamphlet lessons rather than heavily reliance on textbooks; focusing on problem solving; establishing an online clearinghouse for effective lessons; creating national standards in mathematics and science; matching students' course choices to job aspirations; tracking misbehaving students rather than mainstreaming them into the regular classroom; and designing

A Comparison of the Approaches of Generalizability Theory and Item Response Theory in Estimating the Reliability of Test Scores for Testlet-Composed Tests

Science.gov (United States)

Lee, Guemin; Park, In-Yong

2012-01-01

Previous assessments of the reliability of test scores for testlet-composed tests have indicated that item-based estimation methods overestimate reliability. This study was designed to address issues related to the extent to which item-based estimation methods overestimate the reliability of test scores composed of testlets and to compare several…

Temperamental traits and results of psychoaptitude tests in applicants to become a cadet officer in the Italian Navy.

Science.gov (United States)

Maremmani, Icro; Maremmani, Angelo Giovanni Icro; Leonardi, Annalisa; Rovai, Luca; Bacciardi, Silvia; Rugani, Fabio; Dell'Osso, Liliana; Akiskal, Kareen; Akiskal, S Hagop

2013-09-05

Consistently with the involvement of affective temperaments in professional choices, our research team is aiming to outline the temperamental profile of subjects who are applying to enter a military career in the Italian Armed Forces. In this study we aim to verify the importance of temperamental traits not only in choosing the military career as a profession, but also in passing or failing the entrance examinations. We compared the affective temperaments (evaluated by TEMPS-A[P]) of those applying to become a cadet officer in the Italian Navy, divided into various subgroups depending on whether they passed or failed the entrance examination at various levels (high school final test, medical (physical and psychiatric), mathematical examination and aptitude test). We also tested for correlations between grades received and temperamental scores. Higher scores for those with a hyperthymic and lower scores for those with a depressive, cyclothymic or irritable temperament characterized applicants taking medical exams and aptitude tests. Higher scores on the high school final test correlated with lower hyperthymic, cyclothymic and irritable temperament scores. No correlations were found between temperamental traits and mathematical examinations. Multivariate analysis stressed the negative impact of a cyclothymic temperament and the poor discriminant power of temperaments regarding medical and mathematical examinations, and aptitude tests. Conversely, temperaments showed good discriminant power as far as psychiatric examinations are concerned. Hyperthymic temperamental traits appear to be important not only in choosing a profession, but also in passing entrance examinations. Even so, affective temperaments (strong hyperthymic and weak cyclothymic, depressive and irritable traits) are the only successfully predictors of the outcome of psychiatric examinations and, to a lesser extent, medical examinations and aptitude tests. Achieving high school graduation and passing

Clock Drawing Test and the diagnosis of amnestic mild cognitive impairment: can more detailed scoring systems do the work?

Science.gov (United States)

Rubínová, Eva; Nikolai, Tomáš; Marková, Hana; Siffelová, Kamila; Laczó, Jan; Hort, Jakub; Vyhnálek, Martin

2014-01-01

The Clock Drawing Test is a frequently used cognitive screening test with several scoring systems in elderly populations. We compare simple and complex scoring systems and evaluate the usefulness of the combination of the Clock Drawing Test with the Mini-Mental State Examination to detect patients with mild cognitive impairment. Patients with amnestic mild cognitive impairment (n = 48) and age- and education-matched controls (n = 48) underwent neuropsychological examinations, including the Clock Drawing Test and the Mini-Mental State Examination. Clock drawings were scored by three blinded raters using one simple (6-point scale) and two complex (17- and 18-point scales) systems. The sensitivity and specificity of these scoring systems used alone and in combination with the Mini-Mental State Examination were determined. Complex scoring systems, but not the simple scoring system, were significant predictors of the amnestic mild cognitive impairment diagnosis in logistic regression analysis. At equal levels of sensitivity (87.5%), the Mini-Mental State Examination showed higher specificity (31.3%, compared with 12.5% for the 17-point Clock Drawing Test scoring scale). The combination of Clock Drawing Test and Mini-Mental State Examination scores increased the area under the curve (0.72; p Drawing Test did not differentiate between healthy elderly and patients with amnestic mild cognitive impairment in our sample. Complex scoring systems were slightly more efficient, yet still were characterized by high rates of false-positive results. We found psychometric improvement using combined scores from the Mini-Mental State Examination and the Clock Drawing Test when complex scoring systems were used. The results of this study support the benefit of using combined scores from simple methods.

TOEFL iBT Speaking Test Scores as Indicators of Oral Communicative Language Proficiency

Science.gov (United States)

Bridgeman, Brent; Powers, Donald; Stone, Elizabeth; Mollaun, Pamela

2012-01-01

Scores assigned by trained raters and by an automated scoring system (SpeechRater[TM]) on the speaking section of the TOEFL iBT[TM] were validated against a communicative competence criterion. Specifically, a sample of 555 undergraduate students listened to speech samples from 184 examinees who took the Test of English as a Foreign Language…

Association between the gait pattern characteristics of older people and their two-step test scores.

Science.gov (United States)

Kobayashi, Yoshiyuki; Ogata, Toru

2018-04-27

The Two-Step test is one of three official tests authorized by the Japanese Orthopedic Association to evaluate the risk of locomotive syndrome (a condition of reduced mobility caused by an impairment of the locomotive organs). It has been reported that the Two-Step test score has a good correlation with one's walking ability; however, its association with the gait pattern of older people during normal walking is still unknown. Therefore, this study aims to clarify the associations between the gait patterns of older people observed during normal walking and their Two-Step test scores. We analyzed the whole waveforms obtained from the lower-extremity joint angles and joint moments of 26 older people in various stages of locomotive syndrome using principal component analysis (PCA). The PCA was conducted using a 260 × 2424 input matrix constructed from the participants' time-normalized pelvic and right-lower-limb-joint angles along three axes (ten trials of 26 participants, 101 time points, 4 angles, 3 axes, and 2 variable types per trial). The Pearson product-moment correlation coefficient between the scores of the principal component vectors (PCVs) and the scores of the Two-Step test revealed that only one PCV (PCV 2) among the 61 obtained relevant PCVs is significantly related to the score of the Two-Step test. We therefore concluded that the joint angles and joint moments related to PCV 2-ankle plantar-flexion, ankle plantar-flexor moments during the late stance phase, ranges of motion and moments on the hip, knee, and ankle joints in the sagittal plane during the entire stance phase-are the motions associated with the Two-Step test.

Validity and reliability of Abbreviated Mental Test Score (AMTS) among older Iranian.

Science.gov (United States)

Foroughan, Mahshid; Wahlund, Lars-Olof; Jafari, Zahra; Rahgozar, Mehdi; Farahani, Ida G; Rashedi, Vahid

2017-11-01

Cognitive impairment is common among older people and is associated with increased morbidity and mortality. The main aim of this study was to evaluate the validity of the Persian version of the Abbreviated Mental Test Score (AMTS) as a screening tool for dementia. Data were obtained from a cross-sectional study. One hundred and one older adults who were members of Iranian Alzheimer Association and 101 of their siblings were entered into this study by convenient sampling. The Diagnostic and Statistical Manual of Mental Disorders, 4th edition, criteria for diagnosing dementia and the Mini-Mental State Examination were used as the study tools. The gathered data were analyzed by the Mann-Whitney U-test, the Kruskal-Wallis test, Spearman's rank correlation coefficient, and the receiver-operating characteristic. The AMTS could successfully differentiate the dementia group from the non-dementia group. Scores were significantly correlated with Diagnostic and Statistical Manual of Mental Disorders diagnosis for dementia and Mini-Mental State Examination scores (P < 0.001). Educational level (P < 0.001) and male sex (P = 0.015) were positively associated with AMTS, whereas (P < 0.001) was negatively associated with AMTS. Total Cronbach's α coefficient was 0.90. The scores 6 and 7 showed the optimum balance between sensitivity (99% and 94%, respectively) and specificity (85% and 86%, respectively). The Persian version of the AMTS is a valid cognitive assessment tool for older Iranian adults and can be used for dementia screening in Iran. © 2017 Japanese Psychogeriatric Society.

An Investigation of Secondary Teachers’ Understanding and Belief on Mathematical Problem Solving

Science.gov (United States)

Yuli Eko Siswono, Tatag; Wachidul Kohar, Ahmad; Kurniasari, Ika; Puji Astuti, Yuliani

2016-02-01

Weaknesses on problem solving of Indonesian students as reported by recent international surveys give rise to questions on how Indonesian teachers bring out idea of problem solving in mathematics lesson. An explorative study was undertaken to investigate how secondary teachers who teach mathematics at junior high school level understand and show belief toward mathematical problem solving. Participants were teachers from four cities in East Java province comprising 45 state teachers and 25 private teachers. Data was obtained through questionnaires and written test. The results of this study point out that the teachers understand pedagogical problem solving knowledge well as indicated by high score of observed teachers‘ responses showing understanding on problem solving as instruction as well as implementation of problem solving in teaching practice. However, they less understand on problem solving content knowledge such as problem solving strategies and meaning of problem itself. Regarding teacher's difficulties, teachers admitted to most frequently fail in (1) determining a precise mathematical model or strategies when carrying out problem solving steps which is supported by data of test result that revealed transformation error as the most frequently observed errors in teachers’ work and (2) choosing suitable real situation when designing context-based problem solving task. Meanwhile, analysis of teacher's beliefs on problem solving shows that teachers tend to view both mathematics and how students should learn mathematics as body static perspective, while they tend to believe to apply idea of problem solving as dynamic approach when teaching mathematics.

A general equation to obtain multiple cut-off scores on a test from multinomial logistic regression.

Science.gov (United States)

Bersabé, Rosa; Rivas, Teresa

2010-05-01

The authors derive a general equation to compute multiple cut-offs on a total test score in order to classify individuals into more than two ordinal categories. The equation is derived from the multinomial logistic regression (MLR) model, which is an extension of the binary logistic regression (BLR) model to accommodate polytomous outcome variables. From this analytical procedure, cut-off scores are established at the test score (the predictor variable) at which an individual is as likely to be in category j as in category j+1 of an ordinal outcome variable. The application of the complete procedure is illustrated by an example with data from an actual study on eating disorders. In this example, two cut-off scores on the Eating Attitudes Test (EAT-26) scores are obtained in order to classify individuals into three ordinal categories: asymptomatic, symptomatic and eating disorder. Diagnoses were made from the responses to a self-report (Q-EDD) that operationalises DSM-IV criteria for eating disorders. Alternatives to the MLR model to set multiple cut-off scores are discussed.

Leaching of saltstone: Laboratory and field testing and mathematical modeling

International Nuclear Information System (INIS)

Grant, M.W.; Langton, C.A.; Oblath, S.B.; Pepper, D.W.; Wallace, R.M.; Wilhite, E.L.; Yau, W.W.F.

1987-01-01

A low-level alkaline salt solution will be a byproduct in the processing of high-level waste at the Savannah River Plant (SRP). This solution will be incorporated into a wasteform, saltstone, and disposed of in surface vaults. Laboratory and field leach testing and mathematical modeling have demonstrated the predictability of contaminant release from cement wasteforms. Saltstone disposal in surface vaults will meet the design objective, which is to meet drinking water standards in shallow groundwater at the disposal area boundary. Diffusion is the predominant mechanism for release of contaminants to the environment. Leach testing in unsaturated soil, at soil moisture levels above 1 wt %, has shown no difference in leach rate compared to leaching in distilled water. Field leach testing of three thirty-ton blocks of saltstone in lysimeters has been underway since January 1984. Mathematical models were applied to assess design features for saltstone disposal. One dimensional infinite-composite and semi-infinite analytical models were developed for assessing diffusion of nitrate from saltstone through a cement barrier. Numerical models, both finite element and finite difference, were validated by comparison of model predictions with the saltstone lysimeter results. Validated models were used to assess the long-term performance of the saltstone stored in surface vaults. The maximum concentrations of all contaminants released from saltstone to shallow groundwater are predicted to be below drinking water standards at the disposal area boundary. 5 refs., 11 figs., 5 tabs

School accountability and the black-white test score gap.

Science.gov (United States)

Gaddis, S Michael; Lauen, Douglas Lee

2014-03-01

Since at least the 1960s, researchers have closely examined the respective roles of families, neighborhoods, and schools in producing the black-white achievement gap. Although many researchers minimize the ability of schools to eliminate achievement gaps, the No Child Left Behind Act (NCLB) increased pressure on schools to do so by 2014. In this study, we examine the effects of NCLB's subgroup-specific accountability pressure on changes in black-white math and reading test score gaps using a school-level panel dataset on all North Carolina public elementary and middle schools between 2001 and 2009. Using difference-in-difference models with school fixed effects, we find that accountability pressure reduces black-white achievement gaps by raising mean black achievement without harming mean white achievement. We find no differential effects of accountability pressure based on the racial composition of schools, but schools with more affluent populations are the most successful at reducing the black-white math achievement gap. Thus, our findings suggest that school-based interventions have the potential to close test score gaps, but differences in school composition and resources play a significant role in the ability of schools to reduce racial inequality. Copyright © 2013 Elsevier Inc. All rights reserved.

Ghana's achievement in mathematics in TIMSS 2007 | Mereku ...

African Journals Online (AJOL)

performance on the international benchmarks also improved significantly. The mathematics score, 309, placed Ghana at the 47th position on the overall mathematics achievement results table when the 48 participating countries, which met the TIMSS sampling requirements, were ranked by their mean performances.

Source Country Differences in Test Score Gaps: Evidence from Denmark

Science.gov (United States)

Rangvid, Beatrice Schindler

2010-01-01

We combine data from three studies for Denmark in the PISA 2000 framework to investigate differences in the native-immigrant test score gap by country of origin. In addition to the controls available from PISA data sources, we use student-level data on home background and individual migration histories linked from administrative registers. We find…

Effects of correcting for prematurity on cognitive test scores in childhood.

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Wilson-Ching, Michelle; Pascoe, Leona; Doyle, Lex W; Anderson, Peter J

2014-03-01

The American Academy of Pediatrics recommends that test scores should be corrected for prematurity up to 3 years of age, but this practice varies greatly in both clinical and research settings. The aim of this study was to contrast the effects of using chronological age and those of using corrected age on measures of cognitive outcome across childhood. A theoretical model was constructed using norms from the Bayley Scales of Infant and Toddler Development, Third Edition; the Wechsler Preschool and Primary Scale of Intelligence, Third Edition Australian; and the Wechsler Intelligence Scales for Children, Fourth Edition Australian. Baseline scores representing different levels of functioning (70, below average; 85, borderline; and 100, average) were recalculated using the normative data for ages 6 months to 16 years to account for 1, 2, 3 and 4 months of prematurity. The model created depicted the difference in standardised scores between chronological and corrected age. Compared with scores corrected for prematurity, the absolute reduction in scores using chronological age was greater for increasing degree of prematurity, younger ages at assessment and higher baseline scores and was substantial even beyond 3 years of age. However, the pattern was erratic, with considerable fluctuation evident across different ages and baseline scores. Chronological age results in a lowering of scores at all ages for preterm-born subjects that is greater in the first few years and in those born at earlier gestational ages. Whether or not to correct for prematurity depends upon the context of the assessment. © 2014 The Authors. Journal of Paediatrics and Child Health © 2014 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

The Effects of Group Members' Personalities on a Test Taker's L2 Group Oral Discussion Test Scores

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Ockey, Gary J.

2009-01-01

The second language group oral is a test of second language speaking proficiency, in which a group of three or more English language learners discuss an assigned topic without interaction with interlocutors. Concerns expressed about the extent to which test takers' personal characteristics affect the scores of others in the group have limited its…

Standardised test protocol (Constant Score) for evaluation of functionality in patients with shoulder disorders

DEFF Research Database (Denmark)

Ban, Ilija; Troelsen, Anders; Christiansen, David Høyrup

2013-01-01

INTRODUCTION: The Constant Score (CS), developed as a scoring system to evaluate overall functionality of patients with shoulder disorders, is widely used but has been criticised for relying on an imprecise terminology and for lack of a standardised methodology. A modified guideline was therefore...... differences. One of the authors of the modified CS approved both the English and the Danish test protocol. CONCLUSION: A simple test protocol of the modified CS was developed in both English and Danish. With precise terminology and definitions, the test protocol is the first of its kind. We suggest its use...

Opportunity to learn: Investigating possible predictors for pre-course Test Of Astronomy STandards TOAST scores

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Berryhill, Katie J.

As astronomy education researchers become more interested in experimentally testing innovative teaching strategies to enhance learning in introductory astronomy survey courses ("ASTRO 101"), scholars are placing increased attention toward better understanding factors impacting student gain scores on the widely used Test Of Astronomy STandards (TOAST). Usually used in a pre-test and post-test research design, one might naturally assume that the pre-course differences observed between high- and low-scoring college students might be due in large part to their pre-existing motivation, interest, experience in science, and attitudes about astronomy. To explore this notion, 11 non-science majoring undergraduates taking ASTRO 101 at west coast community colleges were interviewed in the first few weeks of the course to better understand students' pre-existing affect toward learning astronomy with an eye toward predicting student success. In answering this question, we hope to contribute to our understanding of the incoming knowledge of students taking undergraduate introductory astronomy classes, but also gain insight into how faculty can best meet those students' needs and assist them in achieving success. Perhaps surprisingly, there was only weak correlation between students' motivation toward learning astronomy and their pre-test scores. Instead, the most fruitful predictor of TOAST pre-test scores was the quantity of pre-existing, informal, self-directed astronomy learning experiences.

Individual Differences in Digit Span, Susceptibility to Proactive Interference, and Aptitude/Achievement Test Scores.

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Dempster, Frank N.; Cooney, John B.

1982-01-01

Individual differences in digit span, susceptibility to proactive interference, and various aptitude/achievement test scores were investigated in two experiments with college students. Results indicated that digit span was strongly correlated with aptitude/achievement scores, but did not indicate that susceptibility to proactive interference…

Do Mathematics and Reading Competencies Integrated into Career and Technical Education Courses Improve High School Student State Assessment Scores?

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Pierce, Kristin B.; Hernandez, Victor M.

2015-01-01

A quasi experimental study tested a contextual teaching and learning model for integrating reading and mathematics competencies through 13 introductory career and technical education (CTE) courses. The treatment group consisted of students in the 13 introductory courses taught by the CTE teachers who designed the units and the control group…

To Math or Not to Math: The Algebra-Calculus Pipeline and Postsecondary Mathematics Remediation

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Showalter, Daniel A.

2017-01-01

This article reports on a study designed to estimate the effect of high school coursetaking in the algebra-calculus pipeline on the likelihood of placing out of postsecondary remedial mathematics. A nonparametric variant of propensity score analysis was used on a nationally representative data set to remove selection bias and test for an effect…

Mathematical Models of Elementary Mathematics Learning and Performance. Final Report.

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Suppes, Patrick

This project was concerned with the development of mathematical models of elementary mathematics learning and performance. Probabilistic finite automata and register machines with a finite number of registers were developed as models and extensively tested with data arising from the elementary-mathematics strand curriculum developed by the…

Effectiveness of POGIL Learning Model with Ethnomathematics Nuance Assisted by Student Worksheet toward Student Mathematical Communication Skill

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Hilyatin Farda

2017-08-01

Full Text Available The purpose of this study was to analyzing the effectiveness of POGIL model learning with ethnomathematics nuance by using student worksheets towards student’s mathematical communication ability in quadraliteral materialand. The population in this research was the students of seventh grade Junior High School 1 Welahan on year 2016/2017. By using simple random sampling, the selected samples were VII-A as control class with PBL model learning and VII-B as experiment class with POGIL model learning with nuance ethnomathematics by using student worksheet. The methods which have been used to collect data were documentation, test, and questionnaire. Data were analyzed using proportion test, independent samples t-test, and linear regression. The result of research showed that (1 Student’s mathematical communication ability which have studied with POGIL model learning with ethnomathematics nuance by using student worksheets reach the minimum score criteria, (2 The average of student’s mathematical communication ability by implementing POGIL model learning with ethnomathematics nuance by using student worksheets better than the average of student’s mathematical communication ability by implementing PBL model learning, (3 Respect to local culture attitude influenced toward mathematical communication ability with the number 55,5%.

Construction of an Exome-Wide Risk Score for Schizophrenia Based on a Weighted Burden Test.

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Curtis, David

2018-01-01

Polygenic risk scores obtained as a weighted sum of associated variants can be used to explore association in additional data sets and to assign risk scores to individuals. The methods used to derive polygenic risk scores from common SNPs are not suitable for variants detected in whole exome sequencing studies. Rare variants, which may have major effects, are seen too infrequently to judge whether they are associated and may not be shared between training and test subjects. A method is proposed whereby variants are weighted according to their frequency, their annotations and the genes they affect. A weighted sum across all variants provides an individual risk score. Scores constructed in this way are used in a weighted burden test and are shown to be significantly different between schizophrenia cases and controls using a five-way cross-validation procedure. This approach represents a first attempt to summarise exome sequence variation into a summary risk score, which could be combined with risk scores from common variants and from environmental factors. It is hoped that the method could be developed further. © 2017 John Wiley & Sons Ltd/University College London.

Direct and Indirect Effects of IQ, Parental Help, Effort, and Mathematics Self-Concept on Mathematics Achievement

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Maher Abu-Hilal

2012-11-01

Full Text Available This study examined the structural relationships among cognitive constructs (intelligence and achievement and affective constructs (perceived parental help, effort and self-concept. It was proposed that the relationships are not invariant across gender. The sample consisted of 219 boys and 133 girls from elementary and preparatory public schools in Al Ain in the United Arab Emirates. Intelligence (IQ was measured by the Test of Non-verbal Intelligence (TONI and parental help was measured by 4-Likert-type items. Effort was measured by 4-Likert-type items. Self-concept (SC was measured by 8-Likert-type items taken from the SDQ I (Abu-Hilal, 2000. Mathematic Achievement was the scores of students in mathematics from school records. The structural model assumed that IQ would have an effect on parental help, effort, SC and achievement. Parental help would have an effect on effort, SC and achievement. Also, effort would have an effect on SC and achievement. Finally, SC would have an effect on achievement. The structural model was tested for invariance across gender. The measurement model proved to be invariant across gender and so was the structural model. The non-constrained model indicated that the structural relationships among the variables do vary according to gender. For example, boys benefited from parental help by exerting more effort while girls did not. Boys with high IQ exerted more effort than boys with low IQ; but girls with high IQ exerted the same amount of effort as girls with low IQ. The model explained 45% and 39% of the variance in math scores for boys and girls, respectively.

Pediatric residents' learning styles and temperaments and their relationships to standardized test scores.

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Tuli, Sanjeev Y; Thompson, Lindsay A; Saliba, Heidi; Black, Erik W; Ryan, Kathleen A; Kelly, Maria N; Novak, Maureen; Mellott, Jane; Tuli, Sonal S

2011-12-01

Board certification is an important professional qualification and a prerequisite for credentialing, and the Accreditation Council for Graduate Medical Education (ACGME) assesses board certification rates as a component of residency program effectiveness. To date, research has shown that preresidency measures, including National Board of Medical Examiners scores, Alpha Omega Alpha Honor Medical Society membership, or medical school grades poorly predict postresidency board examination scores. However, learning styles and temperament have been identified as factors that 5 affect test-taking performance. The purpose of this study is to characterize the learning styles and temperaments of pediatric residents and to evaluate their relationships to yearly in-service and postresidency board examination scores. This cross-sectional study analyzed the learning styles and temperaments of current and past pediatric residents by administration of 3 validated tools: the Kolb Learning Style Inventory, the Keirsey Temperament Sorter, and the Felder-Silverman Learning Style test. These results were compared with known, normative, general and medical population data and evaluated for correlation to in-service examination and postresidency board examination scores. The predominant learning style for pediatric residents was converging 44% (33 of 75 residents) and the predominant temperament was guardian 61% (34 of 56 residents). The learning style and temperament distribution of the residents was significantly different from published population data (P  =  .002 and .04, respectively). Learning styles, with one exception, were found to be unrelated to standardized test scores. The predominant learning style and temperament of pediatric residents is significantly different than that of the populations of general and medical trainees. However, learning styles and temperament do not predict outcomes on standardized in-service and board examinations in pediatric residents.

Spinal appearance questionnaire: factor analysis, scoring, reliability, and validity testing.

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Carreon, Leah Y; Sanders, James O; Polly, David W; Sucato, Daniel J; Parent, Stefan; Roy-Beaudry, Marjolaine; Hopkins, Jeffrey; McClung, Anna; Bratcher, Kelly R; Diamond, Beverly E

2011-08-15

Cross sectional. This study presents the factor analysis of the Spinal Appearance Questionnaire (SAQ) and its psychometric properties. Although the SAQ has been administered to a large sample of patients with adolescent idiopathic scoliosis (AIS) treated surgically, its psychometric properties have not been fully evaluated. This study presents the factor analysis and scoring of the SAQ and evaluates its psychometric properties. The SAQ and the Scoliosis Research Society-22 (SRS-22) were administered to AIS patients who were being observed, braced or scheduled for surgery. Standard demographic data and radiographic measures including Lenke type and curve magnitude were also collected. Of the 1802 patients, 83% were female; with a mean age of 14.8 years and mean initial Cobb angle of 55.8° (range, 0°-123°). From the 32 items of the SAQ, 15 loaded on two factors with consistent and significant correlations across all Lenke types. There is an Appearance (items 1-10) and an Expectations factor (items 12-15). Responses are summed giving a range of 5 to 50 for the Appearance domain and 5 to 20 for the Expectations domain. The Cronbach's α was 0.88 for both domains and Total score with a test-retest reliability of 0.81 for Appearance and 0.91 for Expectations. Correlations with major curve magnitude were higher for the SAQ Appearance and SAQ Total scores compared to correlations between the SRS Appearance and SRS Total scores. The SAQ and SRS-22 Scores were statistically significantly different in patients who were scheduled for surgery compared to those who were observed or braced. The SAQ is a valid measure of self-image in patients with AIS with greater correlation to curve magnitude than SRS Appearance and Total score. It also discriminates between patients who require surgery from those who do not.

Adapting the academic motivation scale for use in pre-tertiary mathematics classrooms

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Lim, Siew Yee; Chapman, Elaine

2015-09-01

The Academic Motivation Scale ( ams) is a comprehensive and widely used instrument for assessing motivation based on the self-determination theory. Currently, no such comprehensive instrument exists to assess the different domains of motivation (stipulated by the self-determination theory) in mathematics education at the pre-tertiary level (grades 11 and 12) in Asia. This study adapted the ams for this use and assessed the properties of the adapted instrument with 1610 students from Singapore. Exploratory and confirmatory factor analyses indicated a five-factor structure for the modified instrument (the three original ams intrinsic subscales collapsed into a single factor). Additionally, the modified instrument exhibited good internal consistency (mean α = .88), and satisfactory test-retest reliability over a 1-month interval (mean r xx = .73). The validity of the modified ams was further demonstrated through correlational analyses among scores on its subscales, and with scores on other instruments measuring mathematics attitudes, anxiety and achievement.

Understanding the Gender Gap in Mathematics Achievement: The Role of Self-Efficacy and Stereotype Threat

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Schwery, Denise; Hulac, David; Schweinle, Amy

2016-01-01

This literature review provides school psychologists with an understanding of the important issues related to the gender gap in mathematics achievement. The extant literature suggests that girls tend to receive lower scores than boys on standardized math tests, but in general these differences tend to be small. However, girls have better classroom…

Visual working memory and number sense: Testing the double deficit hypothesis in mathematics.

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Toll, Sylke W M; Kroesbergen, Evelyn H; Van Luit, Johannes E H

2016-09-01

Evidence exists that there are two main underlying cognitive factors in mathematical difficulties: working memory and number sense. It is suggested that real math difficulties appear when both working memory and number sense are weak, here referred to as the double deficit (DD) hypothesis. The aim of this study was to test the DD hypothesis within a longitudinal time span of 2 years. A total of 670 children participated. The mean age was 4.96 years at the start of the study and 7.02 years at the end of the study. At the end of the first year of kindergarten, both visual-spatial working memory and number sense were measured by two different tasks. At the end of first grade, mathematical performance was measured with two tasks, one for math facts and one for math problems. Multiple regressions revealed that both visual working memory and symbolic number sense are predictors of mathematical performance in first grade. Symbolic number sense appears to be the strongest predictor for both math areas (math facts and math problems). Non-symbolic number sense only predicts performance in math problems. Multivariate analyses of variance showed that a combination of visual working memory and number sense deficits (NSDs) leads to the lowest performance on mathematics. Our DD hypothesis was confirmed. Both visual working memory and symbolic number sense in kindergarten are related to mathematical performance 2 years later, and a combination of visual working memory and NSDs leads to low performance in mathematical performance. © 2016 The British Psychological Society.

Factors affecting Mathematics achievement of first-year secondary ...

African Journals Online (AJOL)

This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old) from 78 classrooms of 49 schools were ...

Decision making under internal uncertainty: the case of multiple-choice tests with different scoring rules.

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Bereby-Meyer, Yoella; Meyer, Joachim; Budescu, David V

2003-02-01

This paper assesses framing effects on decision making with internal uncertainty, i.e., partial knowledge, by focusing on examinees' behavior in multiple-choice (MC) tests with different scoring rules. In two experiments participants answered a general-knowledge MC test that consisted of 34 solvable and 6 unsolvable items. Experiment 1 studied two scoring rules involving Positive (only gains) and Negative (only losses) scores. Although answering all items was the dominating strategy for both rules, the results revealed a greater tendency to answer under the Negative scoring rule. These results are in line with the predictions derived from Prospect Theory (PT) [Econometrica 47 (1979) 263]. The second experiment studied two scoring rules, which allowed respondents to exhibit partial knowledge. Under the Inclusion-scoring rule the respondents mark all answers that could be correct, and under the Exclusion-scoring rule they exclude all answers that might be incorrect. As predicted by PT, respondents took more risks under the Inclusion rule than under the Exclusion rule. The results illustrate that the basic process that underlies choice behavior under internal uncertainty and especially the effect of framing is similar to the process of choice under external uncertainty and can be described quite accurately by PT. Copyright 2002 Elsevier Science B.V.

Universal Gestational Age Effects on Cognitive and Basic Mathematic Processing: 2 Cohorts in 2 Countries

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Wolke, Dieter; Strauss, Vicky Yu-Chun; Johnson, Samantha; Gilmore, Camilla; Marlow, Neil; Jaekel, Julia

2015-01-01

Objective To determine whether general cognitive ability, basic mathematic processing, and mathematic attainment are universally affected by gestation at birth, as well as whether mathematic attainment is more strongly associated with cohort-specific factors such as schooling than basic cognitive and mathematical abilities. Study design The Bavarian Longitudinal Study (BLS, 1289 children, 27-41 weeks gestational age [GA]) was used to estimate effects of GA on IQ, basic mathematic processing, and mathematic attainment. These estimations were used to predict IQ, mathematic processing, and mathematic attainment in the EPICure Study (171 children mathematic attainment scores by 2.34 (95% CI: −2.99, −1.70) and 2.76 (95% CI: −3.40, −2.11) points, respectively. There were no differences among children born 34-41 weeks GA. Similarly, for children born mathematic processing scores decreased by 1.77 (95% CI: −2.20, −1.34) points with each lower GA week. The prediction function generated using BLS data accurately predicted the effect of GA on IQ and mathematic processing among EPICure children. However, these children had better attainment than predicted by BLS. Conclusions Prematurity has adverse effects on basic mathematic processing following birth at all gestations mathematic attainment mathematic processing scores from one cohort to another among children cared for in different eras and countries suggests that universal neurodevelopmental factors may explain the effects of gestation at birth. In contrast, mathematic attainment may be improved by schooling. PMID:25842966

An Analysis of Cross Racial Identity Scale Scores Using Classical Test Theory and Rasch Item Response Models

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Sussman, Joshua; Beaujean, A. Alexander; Worrell, Frank C.; Watson, Stevie

2013-01-01

Item response models (IRMs) were used to analyze Cross Racial Identity Scale (CRIS) scores. Rasch analysis scores were compared with classical test theory (CTT) scores. The partial credit model demonstrated a high goodness of fit and correlations between Rasch and CTT scores ranged from 0.91 to 0.99. CRIS scores are supported by both methods.…

The Impact of Correction for Guessing Formula on MC and Yes/No Vocabulary Tests' Scores

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abdollah baradaran

2009-10-01

Full Text Available A standard correction for random guessing (cfg formula on multiple-choice and Yes/Noexaminations was examined retrospectively in the scores of the intermediate female EFL learners in an English language school. The correctionwas a weighting formula for points awarded for correct answers,incorrect answers, and unanswered questions so that the expectedvalue of the increase in test score due to guessing was zero. The researcher compared uncorrected and corrected scores on examinationsusing multiple-choice and Yes/No formats. These short-answer formats eliminatedor at least greatly reduced the potential for guessing the correctanswer. The expectation for students to improve their grade by guessingon multiple-choice and Yes/No format examinations is well known. The researcher examined a method for correcting for random guessing (cfg " no knowledge" on multiple- choice and Yes/No vocabulary examinations by comparing application and non-application of correction for guessing (cfg formula on scores on these examinations. It was done to determine whether the test takers really knew the correct answer, or they had resorted to a kind of guessing. This study represented a unique opportunity to compare scores from multiple-choice and Yes/No examinations in a settingin which students were given the same number of questions ineach of the two format types testing their knowledge over thesame subject matter. The results of this study indicated that the significant differences were highlighted between the subjects' scores when cfg formula was applied and when it was not.

Association testing for next-generation sequencing data using score statistics

DEFF Research Database (Denmark)

Skotte, Line; Korneliussen, Thorfinn Sand; Albrechtsen, Anders

2012-01-01

computationally feasible due to the use of score statistics. As part of the joint likelihood, we model the distribution of the phenotypes using a generalized linear model framework, which works for both quantitative and discrete phenotypes. Thus, the method presented here is applicable to case-control studies...... of genotype calls into account have been proposed; most require numerical optimization which for large-scale data is not always computationally feasible. We show that using a score statistic for the joint likelihood of observed phenotypes and observed sequencing data provides an attractive approach...... to association testing for next-generation sequencing data. The joint model accounts for the genotype classification uncertainty via the posterior probabilities of the genotypes given the observed sequencing data, which gives the approach higher power than methods based on called genotypes. This strategy remains...

The Influence of Building Block Play on Mathematics Achievement and Logical and Divergent Thinking in Italian Primary School Mathematics Classes

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Pirrone, Concetta; Tienken, Christopher H.; Pagano, Tatiana; Di Nuovo, Santo

2018-01-01

In an experimental study to explain the effect of structured Building Block Play with LEGO™ bricks on 6-year-old student mathematics achievement and in the areas of logical thinking, divergent thinking, nonverbal reasoning, and mental imagery, students in the experimental group scored significantly higher (p = 0.05) in mathematics achievement and…

Mathematical model of mechanical testing of bone-implant (4.5 mm LCP construct

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Lucie Urbanová

2012-01-01

Full Text Available The study deals with the possibility of substituting time- and material-demanding mechanical testing of a bone defect fixation by mathematical modelling. Based on the mechanical model, a mathematical model of bone-implant construct stabilizing experimental segmental femoral bone defect (segmental ostectomy in a miniature pig ex vivo model using 4.5 mm titanium LCP was created. It was subsequently computer-loaded by forces acting parallel to the long axis of the construct. By the effect of the acting forces the displacement vector sum of individual construct points occurred. The greatest displacement was noted in the end segments of the bone in close proximity to ostectomy and in the area of the empty central plate hole (without screw at the level of the segmental bone defect. By studying the equivalent von Mises stress σEQV on LCP as part of the tested construct we found that the greatest changes of stress occur in the place of the empty central plate hole. The distribution of this strain was relatively symmetrical along both sides of the hole. The exceeding of the yield stress value and irreversible plastic deformations in this segment of LCP occurred at the acting of the force of 360 N. These findings are in line with the character of damage of the same construct loaded during its mechanic testing. We succeeded in creating a mathematical model of the bone-implant construct which may be further used for computer modelling of real loading of similar constructs chosen for fixation of bone defects in both experimental and clinical practice.

Math anxiety in second and third graders and its relation to mathematics achievement.

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Wu, Sarah S; Barth, Maria; Amin, Hitha; Malcarne, Vanessa; Menon, Vinod

2012-01-01

Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in second and third graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA), a new measure for assessing math anxiety in second and third graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Mathematical Reasoning and Numerical Operations subtests of the Wechsler Individual Achievement Test (WIAT-II). Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were strongly correlated with Mathematical Reasoning scores, which involves more complex verbal problem solving. SEMA scores were weakly correlated with Numerical Operations which assesses basic computation skills, suggesting that math anxiety has a pronounced effect on more demanding calculations. We also found that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement

Effects of Analytical and Holistic Scoring Patterns on Scorer Reliability in Biology Essay Tests

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Ebuoh, Casmir N.

2018-01-01

Literature revealed that the patterns/methods of scoring essay tests had been criticized for not being reliable and this unreliability is more likely to be more in internal examinations than in the external examinations. The purpose of this study is to find out the effects of analytical and holistic scoring patterns on scorer reliability in…

Held Back: The Impact of Curricular and Pedagogical Factors on Tested Achievement in High School Mathematics

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Agvanian, Zara

2013-01-01

This study examined the impact of curricular factors and teaching practices on students' tested achievement in mathematics, explored the best predictors of the tested achievement, and examined differences in the tested achievement among student subgroups. The study utilized qualitative and quantitative methods and triangulated findings from…

[Relationship between unipedal stance test score and center of pressure velocity in elderly].

Science.gov (United States)

Rodrigo Antonio, Guzmán; Rony, Silvestre; Francisco Aniceto, Rodríguez; David Andrés, Arriagada; Pablo Andrés, Ortega

2011-01-01

Frequent falls are one of the most important health problems in the elderly population. The unipedal stance test (UPST), asses postural stability and is used in fall risk measures. Despite this, there is little information about its relationship with posturographic parameters (PP) that characterizes postural stability. Center of pressure velocity (CoPV) is one of the best PP that describes postural stability. The aim of this study was to analyze the relation between UST score and CoPV in elderly population. A sample of 38 healthy elderly subjects where divided in two groups according to their UPST score, low performance (LP, n=11) and high performance (HP, n=27). The correlation between UPST score and COP mean velocity (CoPmV), recorded from a posturographic test, was analyzed between both groups. An inverse correlation between UPST score and CoPmV was found in both groups. However, this was higher in the LP group (r=-0.69, P=.02) compared to the HP (r=-0.39, P=.04). Based on the results of this investigation, it may be concluded that the achievement on UPST has an inverse relationship with CoPmV, especially in subjects with low performance in the UPST. Copyright © 2010 SEGG. Published by Elsevier Espana. All rights reserved.

Linkage analysis in nuclear families. 2: Relationship between affected sib-pair tests and lod score analysis.

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Knapp, M; Seuchter, S A; Baur, M P

1994-01-01

It is believed that the main advantage of affected sib-pair tests is that their application requires no information about the underlying genetic mechanism of the disease. However, here it is proved that the mean test, which can be considered the most prominent of the affected sib-pair tests, is equivalent to lod score analysis for an assumed recessive mode of inheritance, irrespective of the true mode of the disease. Further relationships of certain sib-pair tests and lod score analysis under specific assumed genetic modes are investigated.

Predicting Success for Actuarial Students in Undergraduate Mathematics Courses

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Smith, Richard Manning; Schumacher, Phyllis A.

2005-01-01

A study of undergraduate actuarial graduates found that math SAT scores, verbal SAT scores, percentile rank in high school graduating class, and percentage score on a college mathematics placement exam had some relevance to forecasting the students' grade point averages in their major. For both males and females, percentile rank in high school…

Effects of flipped instruction on the performance and attitude of high school students in mathematics

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Remalyn Q. Casem

2017-03-01

Full Text Available This study aimed to determine the effects of flipped instruction on the performance and attitude of high school students in Mathematics. The study made use of the true experimental design, specifically the pretest-posttest control group design. There were two instruments used to gather data, the pretest-posttest which was subjected to validity and reliability tests and the Modified Fennema-Sherman Attitudes Scale. It was found out that the experimental and control groups were comparable in the pretest and posttest. Comparison on their gain scores revealed significant difference with performance of the experimental group higher than the control group. There was no significant difference on the level of attitude of the participants in the experimental group before and after the study in terms of confidence in learning mathematics, attitude toward success in mathematics, mathematics anxiety and perception of teacher's attitudes. A very weak positive relationship existed between performance and attitudes toward mathematics.

Association of Health Sciences Reasoning Test scores with academic and experiential performance.

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Cox, Wendy C; McLaughlin, Jacqueline E

2014-05-15

To assess the association of scores on the Health Sciences Reasoning Test (HSRT) with academic and experiential performance in a doctor of pharmacy (PharmD) curriculum. The HSRT was administered to 329 first-year (P1) PharmD students. Performance on the HSRT and its subscales was compared with academic performance in 29 courses throughout the curriculum and with performance in advanced pharmacy practice experiences (APPEs). Significant positive correlations were found between course grades in 8 courses and HSRT overall scores. All significant correlations were accounted for by pharmaceutical care laboratory courses, therapeutics courses, and a law and ethics course. There was a lack of moderate to strong correlation between HSRT scores and academic and experiential performance. The usefulness of the HSRT as a tool for predicting student success may be limited.

Impact of Answer-Switching Behavior on Multiple-Choice Test Scores in Higher Education

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Ramazan BAŞTÜRK

2011-06-01

Full Text Available The multiple- choice format is one of the most popular selected-response item formats used in educational testing. Researchers have shown that Multiple-choice type test is a useful vehicle for student assessment in core university subjects that usually have large student numbers. Even though the educators, test experts and different test recourses maintain the idea that the first answer should be retained, many researchers argued that this argument is not dependent with empirical findings. The main question of this study is to examine how the answer switching behavior affects the multiple-choice test score. Additionally, gender differences and relationship between number of answer switching behavior and item parameters (item difficulty and item discrimination were investigated. The participants in this study consisted of 207 upper-level College of Education students from mid-sized universities. A Midterm exam consisted of 20 multiple-choice questions was used. According to the result of this study, answer switching behavior statistically increase test scores. On the other hand, there is no significant gender difference in answer-switching behavior. Additionally, there is a significant negative relationship between answer switching behavior and item difficulties.

Effects of Private Tuition on the Academic Achievement of Secondary School Students in Subject of Mathematics in Kohat Division, Pakistan

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Qaiser Suleman

2014-02-01

Full Text Available Research reveals that private or home tuition after school time plays a crucial role in strengthening and improving student’s academic achievement. The purpose of the study was to explore the effects of private tuition on the academic achievement of students in subject of mathematics at secondary school level. All the students at secondary school level in Kohat Division (Pakistan constituted the population of the study. The study was delimited to the students of Government High School Ahmadi Banda Karak only. Fifty students of class 09 were selected as sample of the study. Sample students were divided into two groups i.e. control group and experimental group by equating them on the basis of their previous knowledge in subject of mathematics as determined through a pre-test. Each group was composed of 25 students. Students of the experimental group were engaged in tuition for two hours after school time. The study was experimental in nature therefore, “The pre-test-post-test Equivalent Groups Design” was used for the collection of data. Statistical tools i.e. the mean, standard deviation and differences of means were computed for each group. Significance of difference between the mean scores of both the experimental and control groups on the variable of pre-test and post test scores was tested at 0.05 levels by applying t-test. After statistical analysis of the data, the researchers concluded that there is significant positive effect of private tuition on the academic achievement of students in subject of mathematics at secondary school level. Based on the findings, it was recommended that parents should arrange private tuition for their children to move up their achievement level in subject of mathematics.

Mathematical statistics

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Pestman, Wiebe R

2009-01-01

This textbook provides a broad and solid introduction to mathematical statistics, including the classical subjects hypothesis testing, normal regression analysis, and normal analysis of variance. In addition, non-parametric statistics and vectorial statistics are considered, as well as applications of stochastic analysis in modern statistics, e.g., Kolmogorov-Smirnov testing, smoothing techniques, robustness and density estimation. For students with some elementary mathematical background. With many exercises. Prerequisites from measure theory and linear algebra are presented.

Do Standardized Tests Penalize Deep-Thinking, Creative, or Conscientious Students?: Some Personality Correlates of Graduate Record Examinations Test Scores

Science.gov (United States)

Powers, Donald E.; Kaufman, James C.

2004-01-01

The objective of the study reported here was to explore the relationship of Graduate Record Examinations (GRE) General Test scores to selected personality traits--conscientiousness, rationality, ingenuity, quickness, creativity, and depth. A sample of 342 GRE test takers completed short personality inventory scales for each trait. Analyses…

Nondestructive Semistatic Testing Methodology for Assessing Fish Textural Characteristics via Closed-Form Mathematical Expressions

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D. Dimogianopoulos

2017-01-01

Full Text Available This paper presents a novel methodology based on semistatic nondestructive testing of fish for the analytical computation of its textural characteristics via closed-form mathematical expressions. The novelty is that, unlike alternatives, explicit values for both stiffness and viscoelastic textural attributes may be computed, even if fish of different size/weight are tested. Furthermore, the testing procedure may be adapted to the specifications (sampling rate and accuracy of the available equipment. The experimental testing involves a fish placed on the pan of a digital weigh scale, which is subsequently tested with a ramp-like load profile in a custom-made installation. The ramp slope is (to some extent adjustable according to the specification (sampling rate and accuracy of the equipment. The scale’s reaction to fish loading, namely, the reactive force, is collected throughout time and is shown to depend on the fish textural attributes according to a closed-form mathematical formula. The latter is subsequently used along with collected data in order to compute these attributes rapidly and effectively. Four whole raw sea bass (Dicentrarchus labrax of various sizes and textures were tested. Changes in texture, related to different viscoelastic characteristics among the four fish, were correctly detected and quantified using the proposed methodology.

A Comparison of PISA and TIMSS 2003 Achievement Results in Mathematics

Science.gov (United States)

Wu, Margaret

2009-01-01

This study compares the Programme for International Student Assessment (PISA) 2003 Mathematics results with the Trends in International Mathematics and Science Study (TIMSS) 2003 Grade 8 mathematics results, using country mean scores for 22 participants of both studies. It is found that Western countries generally performed better in PISA than in…

Mathematical methods for quantification and comparison of dissolution testing data.

Science.gov (United States)

Vranić, Edina; Mehmedagić, Aida; Hadzović, Sabira

2002-12-01

In recent years, drug release/dissolution from solid dosage forms has been the subject of intense and profitable scientific developments. Whenever a new solid dosage form is developed or produced, it is necessary to ensure that drug dissolution occurs in an appropriate manner. The pharmaceutical industry and the registration authorities do focus, nowadays, on drug dissolution studies. The quantitative analysis of the values obtained in dissolution/release tests is easier when mathematical formulas that express the dissolution results as a function of some of the dosage forms characteristics are used. This work discusses the analysis of data obtained for dissolution profiles under different media pH conditions using mathematical methods of analysis described by Moore and Flanner. These authors have described difference factor (f1) and similarity factor (f2), which can be used to characterise drug dissolution/release profiles. In this work we have used these formulas for evaluation of dissolution profiles of the conventional tablets in different pH of dissolution medium (range of physiological variations).

Students’ logical-mathematical intelligence profile

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Arum, D. P.; Kusmayadi, T. A.; Pramudya, I.

2018-04-01

One of students’ characteristics which play an important role in learning mathematics is logical-mathematical intelligence. This present study aims to identify profile of students’ logical-mathematical intelligence in general and specifically in each indicator. It is also analyzed and described based on students’ sex. This research used qualitative method with case study strategy. The subjects involve 29 students of 9th grade that were selected by purposive sampling. Data in this research involve students’ logical-mathematical intelligence result and interview. The results show that students’ logical-mathematical intelligence was identified in the moderate level with the average score is 11.17 and 51.7% students in the range of the level. In addition, the level of both male and female students are also mostly in the moderate level. On the other hand, both male and female students’ logical-mathematical intelligence is strongly influenced by the indicator of ability to classify and understand patterns and relationships. Furthermore, the ability of comparison is the weakest indicator. It seems that students’ logical-mathematical intelligence is still not optimal because more than 50% students are identified in moderate and low level. Therefore, teachers need to design a lesson that can improve students’ logical-mathematical intelligence level, both in general and on each indicator.

Improving University Students' Perception of Mathematics and Mathematics Ability

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Shelly L. Wismath

2015-01-01

Full Text Available Although mathematical and quantitative reasoning skills are an essential part of adult life in our society, many students arrive at post-secondary education without such skills. Taking a standard mathematics course such as calculus may do little to improve those skills. Using a modification of the Tapia & Marsh questionnaire, we surveyed 62 students taking a broad quantitative reasoning course designed to develop quantitative skills, with respect to two broad attitudinal areas: students’ perception of their own ability, confidence and anxiety, and their perception of the value of mathematics in their studies and their lives. Pre- to post-course comparisons were done by both paired t-tests and Wilcoxon signed-rank tests. Our results showed a significant increase in confidence and decrease in anxiety, while perception of the value of mathematics was already high and changed little by the end of the course.

Investigation of Predictive Power of Mathematics Anxiety on Mathematics Achievement in Terms of Gender and Class Variables

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Mustafa İLHAN

2013-12-01

Full Text Available This research aims to explore predictive power of mathematics anxiety in terms of gender and class variables. For this purpose relational model was used in the study. Working group of the research consists of 348 secondary school second stage students, 175 of whom are girls and 175 are boys, having education in four elementary schools in central district of Diyarbakır province, during 2011-2012 Academic Year, first Semester. “Math Anxiety Scale for Primary School Students” to determine students’ mathematics anxiety was used. Averages of students’ mathematics notes in the first term of 2011- 2012 academic year are taken as the achievement scores of mathematics. The collected data has been analyzed by SPSS 17.0. The relationship between mathematics achievement and math anxiety was analyzed with pearson correlation. The predictor power of math anxiety for mathematics achievement was determined by the regression analysis. According the research findings %17 of the total variance of mathematics achievement can be explained by math anxiety. It has been determined that predictive power of mathematics anxiety on mathematics success is higher in girls than boys. Furthermore, it has been determined in the research that predictive power of mathematics anxiety on mathematics success increases, as students proceed towards the next grade.

CaPTHUS scoring model in primary hyperparathyroidism: can it eliminate the need for ioPTH testing?

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Elfenbein, Dawn M; Weber, Sara; Schneider, David F; Sippel, Rebecca S; Chen, Herbert

2015-04-01

The CaPTHUS model was reported to have a positive predictive value of 100 % to correctly predict single-gland disease in patients with primary hyperparathyroidism, thus obviating the need for intraoperative parathyroid hormone (ioPTH) testing. We sought to apply the CaPTHUS scoring model in our patient population and assess its utility in predicting long-term biochemical cure. We retrospective reviewed all parathyroidectomies for primary hyperparathyroidism performed at our university hospital from 2003 to 2012. We routinely perform ioPTH testing. Biochemical cure was defined as a normal calcium level at 6 months. A total of 1,421 patients met the inclusion criteria: 78 % of patients had a single adenoma at the time of surgery, 98 % had a normal serum calcium at 1 week postoperatively, and 96 % had a normal serum calcium level 6 months postoperatively. Using the CaPTHUS scoring model, 307 patients (22.5 %) had a score of ≥ 3, with a positive predictive value of 91 % for single adenoma. A CaPTHUS score of ≥ 3 had a positive predictive value of 98 % for biochemical cure at 1 week as well as at 6 months. In our population, where ioPTH testing is used routinely to guide use of bilateral exploration, patients with a preoperative CaPTHUS score of ≥ 3 had good long-term biochemical cure rates. However, the model only predicted adenoma in 91 % of cases. If minimally invasive parathyroidectomy without ioPTH testing had been done for these patients, the cure rate would have dropped from 98 % to an unacceptable 89 %. Even in these patients with high CaPTHUS scores, multigland disease is present in almost 10 %, and ioPTH testing is necessary.

Developing Instructional Mathematical Physics Book Based on Inquiry Approach to Improve Students’ Mathematical Problem Solving Ability

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Syarifah Fadillah

2017-03-01

Full Text Available The problem in this research is to know how the process of developing mathematics physics instructional book based on inquiry approach and its supporting documents to improve students' mathematical problem-solving ability. The purpose of this research is to provide mathematical physics instruction based on inquiry approach and its supporting documents (semester learning activity plan, lesson plan and mathematical problem-solving test to improve students' mathematical problem-solving ability. The development of textbook refers to the ADDIE model, including analysis, design, development, implementation, and evaluation. The validation result from the expert team shows that the textbook and its supporting documents are valid. The test results of the mathematical problem-solving skills show that all test questions are valid and reliable. The result of the incorporation of the textbook in teaching and learning process revealed that students' mathematical problem-solving ability using mathematical physics instruction based on inquiry approach book was better than the students who use the regular book.

Well test mathematical model for fractures network in tight oil reservoirs

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Diwu, Pengxiang; Liu, Tongjing; Jiang, Baoyi; Wang, Rui; Yang, Peidie; Yang, Jiping; Wang, Zhaoming

2018-02-01

Well test, especially build-up test, has been applied widely in the development of tight oil reservoirs, since it is the only available low cost way to directly quantify flow ability and formation heterogeneity parameters. However, because of the fractures network near wellbore, generated from artificial fracturing linking up natural factures, traditional infinite and finite conductivity fracture models usually result in significantly deviation in field application. In this work, considering the random distribution of natural fractures, physical model of fractures network is proposed, and it shows a composite model feature in the large scale. Consequently, a nonhomogeneous composite mathematical model is established with threshold pressure gradient. To solve this model semi-analytically, we proposed a solution approach including Laplace transform and virtual argument Bessel function, and this method is verified by comparing with existing analytical solution. The matching data of typical type curves generated from semi-analytical solution indicates that the proposed physical and mathematical model can describe the type curves characteristic in typical tight oil reservoirs, which have up warping in late-term rather than parallel lines with slope 1/2 or 1/4. It means the composite model could be used into pressure interpretation of artificial fracturing wells in tight oil reservoir.

Score Gains on g-loaded Tests: No g

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te Nijenhuis, J.; van Vianen, A.E.M.; van der Flier, H.

2007-01-01

IQ scores provide the best general predictor of success in education, job training, and work. However, there are many ways in which IQ scores can be increased, for instance by means of retesting or participation in learning potential training programs. What is the nature of these score gains? Jensen

Gender differences in prospective teachers’ mathematical literacy: problem solving of occupational context on shipping company

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Lestari, N. D. S.; Juniati, D.; Suwarsono, St.

2018-04-01

The purpose of this paper is to describe to what extent the prospective teachers can be considered as mathematically literate and how they communicate their reasoning in solving the problem based on the sex differences. Data were collected through mathematics literacy test on occupational context by 157 of prospective teachers from three universities in East Java, Indonesia. Their written responses were collected, organized based on the sex differences, analyzed and categorized to one of three levels of mathematical literacy. The examples of interesting students’ response altogether with the scoring are discussed to describe their characteristic on mathematical literacy and their communication. The result showed that in general the mathematical literacy of female prospective teachers tend to be better than male prospective math teachers. Female prospective teachers are more capable of logical reasoning, using concepts, facts and procedures and algebraic operations to draw conclusions; make an interpretations and evaluations. This study has an implication that gender differences in mathematical literacy of prospective math teachers do exist, therefore this issue should be given a serious concern from the development programs of the faculty.

The Effect of Realistic Mathematics Education Approach on Students' Achievement And Attitudes Towards Mathematics

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Effandi Zakaria

2017-02-01

Full Text Available This study was conducted to determine the effect of Realistic Mathematics Education Approach on mathematics achievement and student attitudes towards mathematics. This study also sought determine the relationship between student achievement and attitudes towards mathematics. This study used a quasi-experimental design conducted on 61 high school students at SMA Unggul Sigli. Students were divided into two groups, the treatment group $(n = 30$ namely, the Realistic Mathematics Approach group (PMR and the control group $(n = 31$ namely, the traditional group. This study was conducted for six weeks. The instruments used in this study were the achievement test and the attitudes towards mathematics questionnaires. Data were analyzed using SPSS. To determine the difference in mean achievement and attitudes between the two groups, data were analyzed using one-way ANOVA test. The result showed significant differences between the Realistic Mathematics Approach and the traditional approach in terms of achievement. The study showed no significant difference between the Realistic Mathematics Approach and the traditional approach in term of attitudes towards mathematics. It can be concluded that the use of realistic mathematics education approach enhanced students' mathematics achievement, but not attitudes towards mathematics. The Realistic Mathematics Education Approach encourage students to participate actively in the teaching and learning of mathematics. Thus, Realistic Mathematics Education Approach is an appropriate methods to improve the quality of teaching and learning process.

Vibratory gyroscopes : identification of mathematical model from test data

CSIR Research Space (South Africa)

Shatalov, MY

2007-05-01

Full Text Available Simple mathematical model of vibratory gyroscopes imperfections is formulated, which includes anisotropic damping and variation of mass-stiffness parameters and their harmonics. The method of identification of parameters of the mathematical model...

Mathematical (Disabilities Within the Opportunity-Propensity Model: The Choice of Math Test Matters

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Elke Baten

2018-05-01

Full Text Available This study examined individual differences in mathematics learning by combining antecedent (A, opportunity (O, and propensity (P indicators within the Opportunity-Propensity Model. Although there is already some evidence for this model based on secondary datasets, there currently is no primary data available that simultaneously takes into account A, O, and P factors in children with and without Mathematical Learning Disabilities (MLD. Therefore, the mathematical abilities of 114 school-aged children (grade 3 till 6 with and without MLD were analyzed and combined with information retrieved from standardized tests and questionnaires. Results indicated significant differences in personality, motivation, temperament, subjective well-being, self-esteem, self-perceived competence, and parental aspirations when comparing children with and without MLD. In addition, A, O, and P factors were found to underlie mathematical abilities and disabilities. For the A factors, parental aspirations explained about half of the variance in fact retrieval speed in children without MLD, and SES was especially involved in the prediction of procedural accuracy in general. Teachers’ experience contributed as O factor and explained about 6% of the variance in mathematical abilities. P indicators explained between 52 and 69% of the variance, with especially intelligence as overall significant predictor. Indirect effects pointed towards the interrelatedness of the predictors and the value of including A, O, and P indicators in a comprehensive model. The role parental aspirations played in fact retrieval speed was partially mediated through the self-perceived competence of the children, whereas the effect of SES on procedural accuracy was partially mediated through intelligence in children of both groups and through working memory capacity in children with MLD. Moreover, in line with the componential structure of mathematics, our findings were dependent on the math task

Mathematical thinking styles of undergraduate students and their achievement in mathematics

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Risnanosanti

2017-08-01

The main purpose of this study is to analyze the role of mathematical thinking styles in students' achievement in mathematics. On the basis of this study, it is also to generate recommendation for classroom instruction. The two specific aims are; first to observe students' mathematical thinking styles during problem solving, the second to asses students' achievement in mathematics. The data were collected by using Mathematical Thinking Styles questionnaires and test of students' achievement in mathematics. The subject in this study was 35 students from third year at mathematics study program of Muhammadiyah University of Bengkulu in academic year 2016/2017. The result of this study was that the students have three mathematical thinking styles (analytic, visual, and integrated), and the students who have analytic styles have better achievement than those who have visual styles in mathematics.

Effect on intelligence test score of prenatal exposure to ionizing radiation in Hiroshima and Nagasaki

International Nuclear Information System (INIS)

Schull, W.J.; Otake, Masanori; Yoshimaru, Hiroshi.

1988-10-01

Analyses of intelligence test scores (Koga) at 10-11 years of age of individuals exposed prenatally to the atomic bombing of Hiroshima and Nagasaki using estimates of the uterine absorbed dose based on the recently introduced system of dosimetry, the Dosimetry System 1986 (DS86), reveal the following: 1) there is no evidence of a radiation-related effect on intelligence among those individuals exposed within 0-7 weeks after fertilization or in the 26th or subsequent weeks; 2) for individuals exposed at 8-15 weeks after fertilization, and to a lesser extent those exposed at 16-25 weeks, the mean tests scores but not the variances are significantly heterogeneous among exposure categories; 3) the cumulative distribution of test scores suggests a progressive shift downwards in individual scores with increasing exposure; and 4) within the group most sensitive to the occurrence of clinically recognizable severe mental retardation, individuals exposed 8 through 15 weeks after fertilization, the regression of intelligence score on estimated DS86 uterine absorbed dose is more linear than with T65DR fetal dose, the diminution in intelligence score under the linear model is 21-29 points at 1Gy. The effect is somewhat greater when the controls receiving less than 0.01 Gy are excluded, 24-33 points at 1 Gy. These findings are discussed in the light of the earlier analysis of the frequency of occurrence of mental retardation among the prenatally exposed survivors of the A-bombing of Hiroshima and Nagasaki. It is suggested that both are the consequences of the same underlying biological process or processes. (author)

Associations of maximal strength and muscular endurance test scores with cardiorespiratory fitness and body composition.

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Vaara, Jani P; Kyröläinen, Heikki; Niemi, Jaakko; Ohrankämmen, Olli; Häkkinen, Arja; Kocay, Sheila; Häkkinen, Keijo

2012-08-01

The purpose of the present study was to assess the relationships between maximal strength and muscular endurance test scores additionally to previously widely studied measures of body composition and maximal aerobic capacity. 846 young men (25.5 ± 5.0 yrs) participated in the study. Maximal strength was measured using isometric bench press, leg extension and grip strength. Muscular endurance tests consisted of push-ups, sit-ups and repeated squats. An indirect graded cycle ergometer test was used to estimate maximal aerobic capacity (V(O2)max). Body composition was determined with bioelectrical impedance. Moreover, waist circumference (WC) and height were measured and body mass index (BMI) calculated. Maximal bench press was positively correlated with push-ups (r = 0.61, p strength (r = 0.34, p strength correlated positively (r = 0.36-0.44, p test scores were related to maximal aerobic capacity and body fat content, while fat free mass was associated with maximal strength test scores and thus is a major determinant for maximal strength. A contributive role of maximal strength to muscular endurance tests could be identified for the upper, but not the lower extremities. These findings suggest that push-up test is not only indicative of body fat content and maximal aerobic capacity but also maximal strength of upper body, whereas repeated squat test is mainly indicative of body fat content and maximal aerobic capacity, but not maximal strength of lower extremities.

Investigating Senior Secondary School Students' Beliefs about Further Mathematics in a Problem-Based Learning Context

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A.O. Fatade

2014-02-01

Full Text Available The study investigated the effect of problem-based learning (PBL on senior secondary school students' beliefs about Further Mathematics in Nigeria within the blueprint of pre-test-post-test non-equivalent control group quasi-experimental design. Intact classes were used and in all, 96 students participated in the study (42 in the experimental group taught with the PBL and 54 in the control group taught using the Traditional Method (TM. One research instrument tagged Beliefs about Further Mathematics Questionnaire (BFMQ, Cronbach alpha (α=.86 was developed and used for the study and data collected were analysed using the descriptive statistics of mean and standard deviation which served as precursor to testing the null hypothesis for the study using an independent samples t-test and analysis of variance. Results showed that participants held strong beliefs about further mathematics and there was a statistically significant difference in the mean post-treatment scores on BFMQ (t=-6.22, p=.000 for t-test and (F(1,95=38.49; p<.001 for ANOVA between students exposed to the PBL and those exposed to the TM, in favour of the PBL group. Based on the results, the study recommended that PBL should be adopted as an instructional strategy for promoting meaningful learning in and enhancing beliefs about further mathematics and efforts should be made to integrate the philosophy of PBL into the preservice teachers' curriculum at the teacher-preparation institutions in Nigeria.

The Effectiveness of Problem-Based Learning Approach Based on Multiple Intelligences in Terms of Student’s Achievement, Mathematical Connection Ability, and Self-Esteem

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Kartikasari, A.; Widjajanti, D. B.

2017-02-01

The aim of this study is to explore the effectiveness of learning approach using problem-based learning based on multiple intelligences in developing student’s achievement, mathematical connection ability, and self-esteem. This study is experimental research with research sample was 30 of Grade X students of MIA III MAN Yogyakarta III. Learning materials that were implemented consisting of trigonometry and geometry. For the purpose of this study, researchers designed an achievement test made up of 44 multiple choice questions with respectively 24 questions on the concept of trigonometry and 20 questions for geometry. The researcher also designed a connection mathematical test and self-esteem questionnaire that consisted of 7 essay questions on mathematical connection test and 30 items of self-esteem questionnaire. The learning approach said that to be effective if the proportion of students who achieved KKM on achievement test, the proportion of students who achieved a minimum score of high category on the results of both mathematical connection test and self-esteem questionnaire were greater than or equal to 70%. Based on the hypothesis testing at the significance level of 5%, it can be concluded that the learning approach using problem-based learning based on multiple intelligences was effective in terms of student’s achievement, mathematical connection ability, and self-esteem.

Student Test Scores: How the Sausage Is Made and Why You Should Care. Evidence Speaks Reports, Vol 1, #25

Science.gov (United States)

Jacob, Brian A.

2016-01-01

Contrary to popular belief, modern cognitive assessments--including the new Common Core tests--produce test scores based on sophisticated statistical models rather than the simple percent of items a student answers correctly. While there are good reasons for this, it means that reported test scores depend on many decisions made by test designers,…

Mathematics Prerequisites for Introductory Geoscience Courses: Using Technology to Help Solve the Problem

Science.gov (United States)

Burn, H. E.; Wenner, J. M.; Baer, E. M.

2011-12-01

, students completed a pretest, the assigned modules, and a posttest. Success in remediation was measured using normalized gain scores, which measures the change in score divided by the maximum possible increase: (posttest-pretest)/(1-pretest). To compare across courses, normalized gain scores were standardized. Additional analysis included disaggregating normalized gain scores by quartiles based on pretest scores. The results were supplemented by qualitative data from faculty interviews and information provided by faculty on a web form upon completion of the course. Results suggest TMYN modules remediate mathematical skills effectively, and that normalized gains tend to be higher for students in the lower quartiles on the pretest. Students indicate finding the modules helpful, though sometimes difficult. Faculty interview data triangulate these findings and provide further evidence that online, modularized remediation is an effective alternative to assigning prerequisite mathematical courses to remediate mathematical skills.

The effect of instructional methodology on high school students natural sciences standardized tests scores

Science.gov (United States)

Powell, P. E.

Educators have recently come to consider inquiry based instruction as a more effective method of instruction than didactic instruction. Experience based learning theory suggests that student performance is linked to teaching method. However, research is limited on inquiry teaching and its effectiveness on preparing students to perform well on standardized tests. The purpose of the study to investigate whether one of these two teaching methodologies was more effective in increasing student performance on standardized science tests. The quasi experimental quantitative study was comprised of two stages. Stage 1 used a survey to identify teaching methods of a convenience sample of 57 teacher participants and determined level of inquiry used in instruction to place participants into instructional groups (the independent variable). Stage 2 used analysis of covariance (ANCOVA) to compare posttest scores on a standardized exam by teaching method. Additional analyses were conducted to examine the differences in science achievement by ethnicity, gender, and socioeconomic status by teaching methodology. Results demonstrated a statistically significant gain in test scores when taught using inquiry based instruction. Subpopulation analyses indicated all groups showed improved mean standardized test scores except African American students. The findings benefit teachers and students by presenting data supporting a method of content delivery that increases teacher efficacy and produces students with a greater cognition of science content that meets the school's mission and goals.

Effect of streaming by gender on student achievement in mathematics in secondary schools in Kenya

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Joseph Bosire

2008-11-01

Full Text Available We present findings of a study carried out to determine the effect of streaming by gender on secondary school students' achievement in mathematics. In the study we analysed achievement scores on national examinations results for the years 1999 to 2001 of a sample of 1 489 candidates in four secondary schools in Nakuru District, Kenya. Raw data were analysed statistically and the hypotheses tested. Generally, the results indicated that streaming based on gender improved overall student achievement in mathematics and especially that of girls. Although further studies are needed to incorporate this result into official policy, there are strong indications that streaming by gender may be a useful class environment as an intervention towards improving the performance of girls in mathematics in co-educational schools.

Helping parents to motivate adolescents in mathematics and science: an experimental test of a utility-value intervention.

Science.gov (United States)

Harackiewicz, Judith M; Rozek, Christopher S; Hulleman, Chris S; Hyde, Janet S

2012-08-01

The pipeline toward careers in science, technology, engineering, and mathematics (STEM) begins to leak in high school, when some students choose not to take advanced mathematics and science courses. We conducted a field experiment testing whether a theory-based intervention that was designed to help parents convey the importance of mathematics and science courses to their high school-aged children would lead them to take more mathematics and science courses in high school. The three-part intervention consisted of two brochures mailed to parents and a Web site, all highlighting the usefulness of STEM courses. This relatively simple intervention led students whose parents were in the experimental group to take, on average, nearly one semester more of science and mathematics in the last 2 years of high school, compared with the control group. Parents are an untapped resource for increasing STEM motivation in adolescents, and the results demonstrate that motivational theory can be applied to this important pipeline problem.

Critique of the Watson-Glaser Critical Thinking Appraisal Test: The More You Know, the Lower Your Score

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Kevin Possin

2014-12-01

Full Text Available The Watson-Glaser Critical Thinking Appraisal Test is one of the oldest, most frequently used, multiple-choice critical-thinking tests on the market in business, government, and legal settings for purposes of hiring and promotion. I demonstrate, however, that the test has serious construct-validity issues, stemming primarily from its ambiguous, unclear, misleading, and sometimes mysterious instructions, which have remained unaltered for decades. Erroneously scored items further diminish the test’s validity. As a result, having enhanced knowledge of formal and informal logic could well result in test subjects receiving lower scores on the test. That’s not how things should work for a CT assessment test.

Test Scores, Class Rank and College Performance: Lessons for Broadening Access and Promoting Success.

Science.gov (United States)

Niu, Sunny X; Tienda, Marta

2012-04-01

Using administrative data for five Texas universities that differ in selectivity, this study evaluates the relative influence of two key indicators for college success-high school class rank and standardized tests. Empirical results show that class rank is the superior predictor of college performance and that test score advantages do not insulate lower ranked students from academic underperformance. Using the UT-Austin campus as a test case, we conduct a simulation to evaluate the consequences of capping students admitted automatically using both achievement metrics. We find that using class rank to cap the number of students eligible for automatic admission would have roughly uniform impacts across high schools, but imposing a minimum test score threshold on all students would have highly unequal consequences by greatly reduce the admission eligibility of the highest performing students who attend poor high schools while not jeopardizing admissibility of students who attend affluent high schools. We discuss the implications of the Texas admissions experiment for higher education in Europe.

Relationships between the handball-specific complex test, non-specific field tests and the match performance score in elite professional handball players.

Science.gov (United States)

Hermassi, Souhail; Chelly, Mohamed-Souhaiel; Wollny, Rainer; Hoffmeyer, Birgit; Fieseler, Georg; Schulze, Stephan; Irlenbusch, Lars; Delank, Karl-Stefan; Shephard, Roy J; Bartels, Thomas; Schwesig, René

2018-06-01

This study assessed the validity of the handball-specific complex test (HBCT) and two non-specific field tests in professional elite handball athletes, using the match performance score (MPS) as the gold standard of performance. Thirteen elite male handball players (age: 27.4±4.8 years; premier German league) performed the HBCT, the Yo-Yo Intermittent Recovery (YYIR) test and a repeated shuttle sprint ability (RSA) test at the beginning of pre-season training. The RSA results were evaluated in terms of best time, total time, and fatigue decrement. Heart rates (HR) were assessed at selected times throughout all tests; the recovery HR was measured immediately post-test and 10 minutes later. The match performance score was based on various handball specific parameters (e.g., field goals, assists, steals, blocks, and technical mistakes) as seen during all matches of the immediately subsequent season (2015/2016). The parameters of run 1, run 2, and HR recovery at minutes 6 and 10 of the RSA test all showed a variance of more than 10% (range: 11-15%). However, the variance of scores for the YYIR test was much smaller (range: 1-7%). The resting HR (r2=0.18), HR recovery at minute 10 (r2=0.10), lactate concentration at rest (r2=0.17), recovery of heart rate from 0 to 10 minutes (r2=0.15), and velocity of second throw at first trial (r2=0.37) were the most valid HBCT parameters. Much effort is necessary to assess MPS and to develop valid tests. Speed and the rate of functional recovery seem the best predictors of competitive performance for elite handball players.

The Effect of Formative Testing and Self-Directed Learning on Mathematics Learning Outcomes

Science.gov (United States)

Sumantri, Mohamad Syarif; Satriani, Retni

2016-01-01

The purpose of this research was to determine the effect of formative testing and self-directed learning on mathematics learning outcomes. The research was conducted at an elementary school in central Jakarta during the 2014/2015 school year. Seventy-two fourth-grade students who were selected using random sampling participated in this study. Data…

Do preschool special education services make a difference in kindergarten reading and mathematics skills?: A propensity score weighting analysis.

Science.gov (United States)

Sullivan, Amanda L; Field, Samuel

2013-04-01

The purpose of this study was to examine the average treatment effect of preschool special education services on children's kindergarten academic skills. Using data from a nationally representative sample of United States children who participated in the Early Childhood Longitudinal Study-Birth Cohort, we examined the effectiveness of preschool special education services by comparing reading and math outcomes for children who received special education services at preschool-age to a propensity-score-weighted sample of children who did not receive these services. Results indicated that the receipt of these special education services had a statistically significant moderate negative effect on children's kindergarten skills in both reading (d=-0.21) and mathematics (d=-0.29). These findings have implications for the implementation and evaluation of services for young children experiencing developmental delays or disabilities. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

College Math Assessment: SAT Scores vs. College Math Placement Scores

Science.gov (United States)

Foley-Peres, Kathleen; Poirier, Dawn

2008-01-01

Many colleges and university's use SAT math scores or math placement tests to place students in the appropriate math course. This study compares the use of math placement scores and SAT scores for 188 freshman students. The student's grades and faculty observations were analyzed to determine if the SAT scores and/or college math assessment scores…

A Comparison of Scores on the WISC-R and Lorge-Thorndike Intelligence Test for Disadvantaged Black Elementary School Children

Science.gov (United States)

Lowe, James D.; Karnes, Frances A.

1976-01-01

It is indicated that, although the scores [obtained on both tests] are significantly correlated, the tests yield significantly different scores with the Lorge-Thorndike consistently overestimating the WISC-R full scale I.Q. (Author)

The Mediating Effect of Listening Metacognitive Awareness between Test-Taking Motivation and Listening Test Score: An Expectancy-Value Theory Approach

OpenAIRE

Xu, Jian

2017-01-01

The present study investigated test-taking motivation in L2 listening testing context by applying Expectancy-Value Theory as the framework. Specifically, this study was intended to examine the complex relationships among expectancy, importance, interest, listening anxiety, listening metacognitive awareness, and listening test score using data from a large-scale and high-stakes language test among Chinese first-year undergraduates. Structural equation modeling was used to examine the mediating...

International Test Score Comparisons and Educational Policy: A Review of the Critiques

Science.gov (United States)

Carnoy, Martin

2015-01-01

Stanford education professor Martin Carnoy examines four main critiques of how international test results are used in policymaking. Of particular interest are critiques of the policy analyses published by the Program for International Student Assessment (PISA). Using average PISA scores as a comparative measure of student achievement is misleading…

Parent Ratings of Impulsivity and Inhibition Predict State Testing Scores

Directory of Open Access Journals (Sweden)

Rebecca A. Lundwall

2018-03-01

Full Text Available One principle of cognitive development is that earlier intervention for educational difficulties tends to improve outcomes such as future educational and career success. One possible way to help students who struggle is to determine if they process information differently. Such determination might lead to clues for interventions. For example, early information processing requires attention before the information can be identified, encoded, and stored. The aim of the present study was to investigate whether parent ratings of inattention, inhibition, and impulsivity, and whether error rate on a reflexive attention task could be used to predict child scores on state standardized tests. Finding such an association could provide assistance to educators in identifying academically struggling children who might require targeted educational interventions. Children (N = 203 were invited to complete a peripheral cueing task (which measures the automatic reorienting of the brain’s attentional resources from one location to another. While the children completed the task, their parents completed a questionnaire. The questionnaire gathered information on broad indicators of child functioning, including observable behaviors of impulsivity, inattention, and inhibition, as well as state academic scores (which the parent retrieved online from their school. We used sequential regression to analyze contributions of error rate and parent-rated behaviors in predicting six academic scores. In one of the six analyses (for science, we found that the improvement was significant from the simplified model (with only family income, child age, and sex as predictors to the full model (adding error rate and three parent-rated behaviors. Two additional analyses (reading and social studies showed near significant improvement from simplified to full models. Parent-rated behaviors were significant predictors in all three of these analyses. In the reading score analysis

The effects of experience and attrition for novice high-school science and mathematics teachers.

Science.gov (United States)

Henry, Gary T; Fortner, C Kevin; Bastian, Kevin C

2012-03-02

Because of the current high proportion of novice high-school teachers, many students' mastery of science and mathematics depends on the effectiveness of early-career teachers. In this study, which used value-added models to analyze high-school teachers' effectiveness in raising test scores on 1.05 million end-of-course exams, we found that the effectiveness of high-school science and mathematics teachers increased substantially with experience but exhibited diminishing rates of return by their fourth year; that teachers of algebra 1, algebra 2, biology, and physical science who continued to teach for at least 5 years were more effective as novice teachers than those who left the profession earlier; and that novice teachers of physics, chemistry, physical science, geometry, and biology exhibited steeper growth in effectiveness than did novice non-science, technology, engineering, and mathematics teachers.

The Impact of the Use of Hierarchical Teaching on Test Scores of Students’ Technology

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Zhao Guorong

2015-01-01

Full Text Available Test scores of students’ technology is the main basis for physical examination of college students’ physical, fitness evaluation based on test results. To change the view by the stratified teaching method consistent system of teaching mode, special movement technical level of students is improved significantly.

The Effects of Listening to Music Just Before Reading Test on Students’ Test Score

OpenAIRE

MAHDAVI, Mojtaba

2015-01-01

Abstract. In this study the researcher  examined  the  effect  of  music  on  reading  comprehension played just before the test .  Because the emotional consequences of music listening are evident in stress and anxiety removal, it was used as a tool to pacify the mind of the tastes and boost their memory and the related cognitive processes. Experimental group did well with the mean score of) and control group (). This study confirmed that using multimedia devices such as music can not only i...

The Apgar score has survived the test of time.

Science.gov (United States)

Finster, Mieczyslaw; Wood, Margaret

2005-04-01

In 1953, Virginia Apgar, M.D. published her proposal for a new method of evaluation of the newborn infant. The avowed purpose of this paper was to establish a simple and clear classification of newborn infants which can be used to compare the results of obstetric practices, types of maternal pain relief and the results of resuscitation. Having considered several objective signs pertaining to the condition of the infant at birth she selected five that could be evaluated and taught to the delivery room personnel without difficulty. These signs were heart rate, respiratory effort, reflex irritability, muscle tone and color. Sixty seconds after the complete birth of the baby a rating of zero, one or two was given to each sign, depending on whether it was absent or present. Virginia Apgar reviewed anesthesia records of 1025 infants born alive at Columbia Presbyterian Medical Center during the period of this report. All had been rated by her method. Infants in poor condition scored 0-2, infants in fair condition scored 3-7, while scores 8-10 were achieved by infants in good condition. The most favorable score 1 min after birth was obtained by infants delivered vaginally with the occiput the presenting part (average 8.4). Newborns delivered by version and breech extraction had the lowest score (average 6.3). Infants delivered by cesarean section were more vigorous (average score 8.0) when spinal was the method of anesthesia versus an average score of 5.0 when general anesthesia was used. Correlating the 60 s score with neonatal mortality, Virginia found that mature infants receiving 0, 1 or 2 scores had a neonatal death rate of 14%; those scoring 3, 4, 5, 6 or 7 had a death rate of 1.1%; and those in the 8-10 score group had a death rate of 0.13%. She concluded that the prognosis of an infant is excellent if he receives one of the upper three scores, and poor if one of the lowest three scores.

Identifying genetic marker sets associated with phenotypes via an efficient adaptive score test

KAUST Repository

Cai, T.; Lin, X.; Carroll, R. J.

2012-01-01

the overall effect of a marker-set have been actively studied in recent years. For example, score tests derived under an Empirical Bayes (EB) framework (Liu and others, 2007. Semiparametric regression of multidimensional genetic pathway data: least

Gender Gaps in High School GPA and ACT Scores: High School Grade Point Average and ACT Test Score by Subject and Gender. Information Brief 2014-12

Science.gov (United States)

ACT, Inc., 2014

2014-01-01

Female students who graduated from high school in 2013 averaged higher grades than their male counterparts in all subjects, but male graduates earned higher scores on the math and science sections of the ACT. This information brief looks at high school grade point average and ACT test score by subject and gender

Creativity as Predictor of Mathematical Abilities in Fourth Graders in Addition to Number Sense and Working Memory

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Evelyn H. Kroesbergen

2017-12-01

Full Text Available In this study, it was investigated how domain-specific (number sense and domain-general (working memory, creativity factors explain the variance in mathematical abilities in primary school children. A total of 166 children aged 8 to 10 years old participated. Several tests to measure math ability, mathematical creativity, number sense, verbal and visual spatial working memory and creativity were administered. Data were analyzed with a series of correlation and regression analyses. Number sense, working memory and creativity were all found to be important predictors of academic and creative mathematical ability. Furthermore, groups with math learning disabilities (MLD and mathematical giftedness (MG were compared to a typically developing (TD group. The results show that the MLD group scored lower on number line estimation and visual spatial working memory than the TD group, while the MG group differed from the TD group on visual spatial working memory and creativity. It is concluded that creativity plays a significant role in mathematics, above working memory and number sense.

Students’ Critical Mathematical Thinking Skills and Character:Experiments for Junior High School Students through Realistic Mathematics Education Culture-Based

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Anderson L. Palinussa

2013-01-01

Full Text Available This paper presents the findings of a quasi-experimental with pre-test-post-test design and control group that aims to assess students’ critical mathematical thinking skills and character through realistic mathematics education (RME culture-based. Subjects of this study were 106 junior high school students from two low and medium schools level in Ambon. The instruments of the study are: students’ early math skills test, critical thinking skills mathematical test and perception scale of students’character. Data was analyzed by using t-test and Anova. The study found that: 1 Achievements and enhancement of students’ critical mathematical thinking skills who were treated with by realistic mathematics education is better then students’ skills were treated by conventional mathematics education. The differences are considered to: a overall students, b the level of early math skills, and c schools’ level; 2 Quality of students’ character who were treated by realistic mathematics education is better then students’ character who were treated by conventional mathematics education The differences are considered to: a overall students, b the level of early math skills, and c schools’ level  Keywords: Critical Thinking, Students’ Character, Realistic Mathematics Education Culture-Based DOI: http://dx.doi.org/10.22342/jme.4.1.566.75-94

The Gender Gap in Mathematics: Evidence from Low- and Middle-Income Countries. NBER Working Paper No. 18464

Science.gov (United States)

Bharadwaj, Prashant; De Giorgi, Giacomo; Hansen, David; Neilson, Christopher

2012-01-01

We establish the presence of a gender gap in mathematics across many low- and middle-income countries using detailed, comparable test score data. Examining micro level data on school performance linked to household demographics we note that first, the gender gap appears to increase with age. Indeed, the gap nearly doubles when comparing 4th grade…

Visual Working Memory and Number Sense: Testing the Double Deficit Hypothesis in Mathematics

Science.gov (United States)

Toll, Sylke W. M.; Kroesbergen, Evelyn H.; Van Luit, Johannes E. H.

2016-01-01

Background: Evidence exists that there are two main underlying cognitive factors in mathematical difficulties: working memory and number sense. It is suggested that real math difficulties appear when both working memory and number sense are weak, here referred to as the double deficit (DD) hypothesis. Aims: The aim of this study was to test the DD…

Derivation and application of mathematical model for well test analysis with variable skin factor in hydrocarbon reservoirs

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Pengcheng Liu

2016-06-01

Full Text Available Skin factor is often regarded as a constant in most of the mathematical model for well test analysis in oilfields, but this is only a kind of simplified treatment with the actual skin factor changeable. This paper defined the average permeability of a damaged area as a function of time by using the definition of skin factor. Therefore a relationship between a variable skin factor and time was established. The variable skin factor derived was introduced into existing traditional models rather than using a constant skin factor, then, this newly derived mathematical model for well test analysis considering variable skin factor was solved by Laplace transform. The dimensionless wellbore pressure and its derivative changed with dimensionless time were plotted with double logarithm and these plots can be used for type curve fitting. The effects of all the parameters in the expression of variable skin factor were analyzed based on the dimensionless wellbore pressure and its derivative. Finally, actual well testing data were used to fit the type curves developed which validates the applicability of the mathematical model from Sheng-2 Block, Shengli Oilfield, China.

Mathematical Basis and Test Cases for Colloid-Facilitated Radionuclide Transport Modeling in GDSA-PFLOTRAN

Energy Technology Data Exchange (ETDEWEB)

Reimus, Paul William [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2017-07-31

This report provides documentation of the mathematical basis for a colloid-facilitated radionuclide transport modeling capability that can be incorporated into GDSA-PFLOTRAN. It also provides numerous test cases against which the modeling capability can be benchmarked once the model is implemented numerically in GDSA-PFLOTRAN. The test cases were run using a 1-D numerical model developed by the author, and the inputs and outputs from the 1-D model are provided in an electronic spreadsheet supplement to this report so that all cases can be reproduced in GDSA-PFLOTRAN, and the outputs can be directly compared with the 1-D model. The cases include examples of all potential scenarios in which colloid-facilitated transport could result in the accelerated transport of a radionuclide relative to its transport in the absence of colloids. Although it cannot be claimed that all the model features that are described in the mathematical basis were rigorously exercised in the test cases, the goal was to test the features that matter the most for colloid-facilitated transport; i.e., slow desorption of radionuclides from colloids, slow filtration of colloids, and equilibrium radionuclide partitioning to colloids that is strongly favored over partitioning to immobile surfaces, resulting in a substantial fraction of radionuclide mass being associated with mobile colloids.

From Test Scores to Language Use: Emergent Bilinguals Using English to Accomplish Academic Tasks

Science.gov (United States)

Rodriguez-Mojica, Claudia

2018-01-01

Prominent discourses about emergent bilinguals' academic abilities tend to focus on performance as measured by test scores and perpetuate the message that emergent bilinguals trail far behind their peers. When we remove the constraints of formal testing situations, what can emergent bilinguals do in English as they engage in naturally occurring…

A synthesis of mathematics writing: Assessments, interventions, and surveys

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Sarah R. Powell

2017-02-01

Full Text Available Mathematics standards in the United States describe communication as an essential part of mathematics. One outlet for communication is writing. To understand the mathematics writing of students, we conducted a synthesis to evaluate empirical research about mathematics writing. We identified 29 studies that included a mathematics-writing assessment, intervention, or survey for students in 1st through 12th grade. All studies were published between 1991 and 2015. The majority of assessments required students to write explanations to mathematical problems, and fewer than half scored student responses according to a rubric. Approximately half of the interventions involved the use of mathematics journals as an outlet for mathematics writing. Few intervention studies provided explicit direction on how to write in mathematics, and a small number of investigations provided statistical evidence of intervention efficacy. From the surveys, the majority of students expressed enjoyment when writing in mathematics settings but teachers reported using mathematics writing rarely. Across studies, findings indicate mathematics writing is used for a variety of purposes, but the quality of the studies is variable and more empirical research is needed.

A Case Study About Why It Can Be Difficult To Test Whether Propensity Score Analysis Works in Field Experiments

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Thomas D. Cook

2012-01-01

Full Text Available Peikes, Moreno and Orzol (2008 sensibly caution researchers that propensity score analysis may not lead to valid causal inference in field applications. But at the same time, they made the far stronger claim to have performed an ideal test of whether propensity score matching in quasi-experimental data is capable of approximating the results of a randomized experiment in their dataset, and that this ideal test showed that such matching could not do so. In this article we show that their study does not support that conclusion because it failed to meet a number of basic criteria for an ideal test. By implication, many other purported tests of the effectiveness of propensity score analysis probably also fail to meet these criteria, and are therefore questionable contributions to the literature on the effects of propensity score analysis.

Mathematics year 5 answers

CERN Document Server

Alexander, Serena; Poggo, Tammy

2014-01-01

Features the complete set of answers to the exercises in Mathematics Year 5, to save you time marking work and enable you to identify areas requiring further attention. The book includes diagrams and workings where necessary, to ensure pupils understand how to present their answers. Also available from Galore Park www.galorepark.co.uk :. - Mathematics Year 5. - Mathematics Year 6. - 11+ Maths Practice Exercises. - 11+ Maths Revision Guide. - 10-Minute Maths Tests Workbook Age 8-10. - 10-Minute Maths Tests Workbook Age 9-11. - Mental Arithmetic Workbook Age 8-10. - Mental Arithmetic Workbook Ag

The Relationship between Emotional Intelligence and Mathematical Competency among Secondary School Students

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Nurul Adibah Khairiyah Mohd Nor

2016-09-01

Full Text Available Anxiety towards mathematics among secondary school students have been reported. Anxiety creates strong negative emotions and can hinder a person's cognitive, learning and academic performance. Fear of mathematics came early in the educational process and if this is not handled properly, it will negatively affect the students to adulthood. In learning mathematics, emotional intelligence (EI impacts on how a person deals with emotions, mathematics and the general self-regulations strategies that the person adopts. A study was carried out to access secondary students’ EI and their mathematical competency (MC. The EI was tested using an EI questionnaire for adolescents (IKEM-R/MEQI consisting of 7 domains, while the MC was tested using selected questions from PISA (Programme for International Student Assessment 2012 released items. Analysis shows that EI predict significantly students MC, but with low correlational value. Most of the respondents have moderate level of EI in all 7 domains whereby self awareness and self-regulation are the two domains with lowest scores. On the other hand, most of the students’ MC are poor. This particular research shows that EI is not a good predictor of MC which contradicts other reports. However it is suggested that the data collection can be improved by examining students’ EI while they are engaging in activities that call for MCs rather than doing it before or after the tasks. Keywords: Emotional Intelligence (EI, emotion, Mathematical Competency (MC, PISA (Programme for International Student Assessment, anxiety DOI: http://dx.doi.org/10.22342/jme.7.2.3534.91-100

Polyhedral aspects of score equivalence in Bayesian network structure learning

Czech Academy of Sciences Publication Activity Database

Cussens, J.; Haws, D.; Studený, Milan

2017-01-01

Roč. 164, 1-2 (2017), s. 285-324 ISSN 0025-5610 R&D Projects: GA ČR GA13-20012S; GA ČR(CZ) GA16-12010S Institutional support: RVO:67985556 Keywords : family-variable polytope * characteristic-imset polytope * score equivalent face/facet * supermodular set function Subject RIV: BA - General Mathematics OBOR OECD: Applied mathematics Impact factor: 2.446, year: 2016 http://library.utia.cas.cz/separaty/2017/MTR/studeny-0475315.pdf

The Disaggregation of Value-Added Test Scores to Assess Learning Outcomes in Economics Courses

Science.gov (United States)

Walstad, William B.; Wagner, Jamie

2016-01-01

This study disaggregates posttest, pretest, and value-added or difference scores in economics into four types of economic learning: positive, retained, negative, and zero. The types are derived from patterns of student responses to individual items on a multiple-choice test. The micro and macro data from the "Test of Understanding in College…

Reformulation of the Children's Eating Attitudes Test (ChEAT): factor structure and scoring method in a non-clinical population.

Science.gov (United States)

Anton, S D; Han, H; Newton, R L; Martin, C K; York-Crowe, E; Stewart, T M; Williamson, D A

2006-12-01

The primary aims of this study were to empirically test the factor structure of the Children's Eating Attitudes Test (ChEAT) through both exploratory and confirmatory factor analyses and to interpret the factor structure of the ChEAT within the context of a new scoring method. The ChEAT was administered to 728 children in the 2nd through 6th grades (from five schools) at two different time points. Exactly half the students were male and half were female. To the best of our knowledge, this is the first study to empirically test the merits of an alternative 6-point scoring system as compared to the traditionally used 4-point scoring system. With the new scoring procedure, the skewness for all factor scores decreased, which resulted in increased variance in the item scores, as well as the total ChEAT score. Since the internal consistency of two factors in a recently proposed model was not acceptable (ChEAT reported by previous investigations. Intercorrelations among the factors suggested three higher order constructs. These findings indicate that the ChEAT subscales may be sufficiently stable to allow use in non-clinical samples of children.

You failed your math test, comrade Einstein adventures and misadventures of young mathematicians or test your skills in almost recreational mathematics

CERN Document Server

2005-01-01

This groundbreaking work features two essays written by the renowned mathematician Ilan Vardi. The first essay presents a thorough analysis of contrived problems suggested to "undesirable" applicants to the Department of Mathematics of Moscow University. His second essay gives an in-depth discussion of solutions to the Year 2000 International Mathematical Olympiad, with emphasis on the comparison of the olympiad problems to those given at the Moscow University entrance examinations. The second part of the book provides a historical background of a unique phenomenon in mathematics, which flourished in the 1970s-80s in the USSR. Specially designed math problems were used not to test students' ingenuity and creativity but, rather, as "killer problems," to deny access to higher education to "undesirable" applicants. The focus of this part is the 1980 essay, "Intellectual Genocide", written by B Kanevsky and V Senderov. It is being published for the first time. Also featured is a little-known page of the Soviet hi...

Mathematical (Dis)abilities Within the Opportunity-Propensity Model: The Choice of Math Test Matters.

Science.gov (United States)

Baten, Elke; Desoete, Annemie

2018-01-01

This study examined individual differences in mathematics learning by combining antecedent (A), opportunity (O), and propensity (P) indicators within the Opportunity-Propensity Model. Although there is already some evidence for this model based on secondary datasets, there currently is no primary data available that simultaneously takes into account A, O, and P factors in children with and without Mathematical Learning Disabilities (MLD). Therefore, the mathematical abilities of 114 school-aged children (grade 3 till 6) with and without MLD were analyzed and combined with information retrieved from standardized tests and questionnaires. Results indicated significant differences in personality, motivation, temperament, subjective well-being, self-esteem, self-perceived competence, and parental aspirations when comparing children with and without MLD. In addition, A, O, and P factors were found to underlie mathematical abilities and disabilities. For the A factors, parental aspirations explained about half of the variance in fact retrieval speed in children without MLD, and SES was especially involved in the prediction of procedural accuracy in general. Teachers' experience contributed as O factor and explained about 6% of the variance in mathematical abilities. P indicators explained between 52 and 69% of the variance, with especially intelligence as overall significant predictor. Indirect effects pointed towards the interrelatedness of the predictors and the value of including A, O, and P indicators in a comprehensive model. The role parental aspirations played in fact retrieval speed was partially mediated through the self-perceived competence of the children, whereas the effect of SES on procedural accuracy was partially mediated through intelligence in children of both groups and through working memory capacity in children with MLD. Moreover, in line with the componential structure of mathematics, our findings were dependent on the math task used. Different A, O

Mathematical problem solving ability of sport students in the statistical study

Science.gov (United States)

Sari, E. F. P.; Zulkardi; Putri, R. I. I.

2017-12-01

This study aims to determine the problem-solving ability of sport students of PGRI Palembang semester V in the statistics course. Subjects in this study were sport students of PGRI Palembang semester V which amounted to 31 people. The research method used is quasi experiment type one case shoot study. Data collection techniques in this study use the test and data analysis used is quantitative descriptive statistics. The conclusion of this study shown that the mathematical problem solving ability of PGRI Palembang sport students of V semester in the statistical course is categorized well with the average of the final test score of 80.3.

The TSCA interagency testing committee`s approaches to screening and scoring chemicals and chemical groups: 1977-1983

Energy Technology Data Exchange (ETDEWEB)

Walker, J.D. [Environmental Protection Agency, Washington, DC (United States)

1990-12-31

This paper describes the TSCA interagency testing committee`s (ITC) approaches to screening and scoring chemicals and chemical groups between 1977 and 1983. During this time the ITC conducted five scoring exercises to select chemicals and chemical groups for detailed review and to determine which of these chemicals and chemical groups should be added to the TSCA Section 4(e) Priority Testing List. 29 refs., 1 fig., 2 tabs.

Behaviour of mathematics and physics students in solving problem of Vector-Physics context

Science.gov (United States)

Sardi; Rizal, M.; Mansyur, J.

2018-04-01

This research aimed to describe behaviors of mathematics and physics students in solving problem of the vector concept in physics context. The subjects of the research were students who enrolled in Mathematics Education Study Program and Physics Education Study Program of FKIP Universitas Tadulako. The selected participants were students who received the highest score in vector fundamental concept test in each study program. The data were collected through thinking-aloud activity followed by an interview. The steps of data analysis included data reduction, display, and conclusion drawing. The credibility of the data was tested using a triangulation method. Based on the data analysis, it can be concluded that the two groups of students did not show fundamental differences in problem-solving behavior, especially in the steps of understanding the problem (identifying, collecting and analyzing facts and information), planning (looking for alternative strategies) and conducting the alternative strategy. The two groups were differ only in the evaluation aspect. In contrast to Physics students who evaluated their answer, mathematics students did not conducted an evaluation activity on their work. However, the difference was not caused by the differences in background knowledge.

A Case Study About Why It Can Be Difficult To Test Whether Propensity Score Analysis Works in Field Experiments

Directory of Open Access Journals (Sweden)

William R. Shadish

2013-02-01

Full Text Available Peikes, Moreno and Orzol (2008 sensibly caution researchers that propensity score analysis may not lead to valid causal inference in field applications. But at the same time, they made the far stronger claim to have performed an ideal test of whether propensity score matching in quasi-experimental data is capable of approximating the results of a randomized experiment in their dataset, and that this ideal test showed that such matching could not do so. In this article we show that their study does not support that conclusion because it failed to meet a number of basic criteria for an ideal test. By implication, many other purported tests of the effectiveness of propensity score analysis probably also fail to meet these criteria, and are therefore questionable contributions to the literature on the effects of propensity score analysis. DOI: 10.2458/azu_jmmss.v3i2.16475

THE EFFECT OF A READING COMPREHENSION SOFTWARE PROGRAM ON STUDENT ACHIEVEMENT IN MATHEMATICS

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David E. Proudfoot

2016-06-01

Full Text Available In an effort to increase student achievement, research was conducted to determine the degree in which a reading comprehension software program effected the reading and math abilities of fourth and fifth grade students. Cognitive and educational studies were examined to select a reading comprehension software program as an intervention that would produce positive results in reading comprehension and possibly transfer positive results to achievement in other academic areas, specifically in math. The effects of the intervention were measured by assigning subjects to an experimental group. The total sample consisted of 39 students who were deficient in reading comprehension, and also exposed a significant weakness with word problem items on mathematical assessments. Four instruments were used to collect data before and after the treatment to measure student achievement. To determine the degree to which the software program effected student achievement, data from the four instruments were analyzed using SPSS software. A paired-samples dependent t test and a Pearson Product Moment Correlation Coefficient was computed with ratio level data to test for a correlation between increased math scores and reading comprehension scores. Results yielded statistically significant and positive results in increasing reading comprehension skills that could possibly benefit students in reading and understanding mathematical problems. Results did not conclusively support that the increase of reading-comprehension skills had a collateral effect on students scoring higher with math word problems. The results are conducive to providing insight to educational leaders who plan to implement software as a means for increasing student achievement.

Semiotic Structure and Meaning Making: The Performance of English Language Learners on Mathematics Tests

Science.gov (United States)

Solano-Flores, Guillermo; Barnett-Clarke, Carne; Kachchaf, Rachel R.

2013-01-01

We examined the performance of English language learners (ELLs) and non-ELLs on Grade 4 and Grade 5 mathematics content knowledge (CK) and academic language (AL) tests. CK and AL items had different semiotic loads (numbers of different types of semiotic features) and different semiotic structures (relative frequencies of different semiotic…

Designing and Testing a Mathematics Card Game for Teaching and Learning Elementary Group Theory

Science.gov (United States)

Galarza, Patrick

2017-01-01

This paper explores the viability and development of the first edition of the researcher's mathematical card game, Groups, as a learning tool for elementary group theory, a topic in abstract algebra. "Groups" was play-tested by six undergraduate students in late 2016 who provided feedback on "Groups" from both utility-centric…

Child development at 5 years of age predicted mathematics ability and schooling outcomes in Malawian adolescents.

Science.gov (United States)

Gandhi, Mihir; Teivaanmaki, Tiina; Maleta, Kenneth; Duan, Xiaolian; Ashorn, Per; Cheung, Yin Bun

2013-01-01

This study aimed to examine the association between child development at 5 years of age and mathematics ability and schooling outcomes at 12 years of age in Malawian children. A prospective cohort study looking at 609 rural Malawian children. Outcome measures were percentage of correctly answered mathematics questions, highest school grade completed and number of times repeating school grades at 12 years of age. A child development summary score obtained at 5 years of age was the main exposure variable. Regression analyses were used to estimate the association and adjust for confounders. Sensitivity analysis was performed by handling losses to follow-up with multiple imputation (MI) method. The summary score was positively associated with percentage of correctly answered mathematics questions (p = 0.057; p = 0.031 MI) and with highest school grade completed (p = 0.096; p = 0.070 MI), and negatively associated with number of times repeating school grades (p = 0.834; p = 0.339 MI). Fine motor score at 5 years was independently associated with the mathematic score (p = 0.032; p = 0.011 MI). The association between child development and mathematics ability did not depend on school attendance. Child development at 5 years of age showed signs of positive association with mathematics ability and possibly with highest school grade completed at 12 years of age. © 2012 The Author(s)/Acta Paediatrica © 2012 Foundation Acta Paediatrica.

Effect of a virtual environment on the development of mathematical skills in children with dyscalculia.

Science.gov (United States)

de Castro, Marcus Vasconcelos; Bissaco, Márcia Aparecida Silva; Panccioni, Bruno Marques; Rodrigues, Silvia Cristina Martini; Domingues, Andreia Miranda

2014-01-01

In this study, we show the effectiveness of a virtual environment comprising 18 computer games that cover mathematics topics in a playful setting and that can be executed on the Internet with the possibility of player interaction through chat. An arithmetic pre-test contained in the Scholastic Performance Test was administered to 300 children between 7 and 10 years old, including 162 males and 138 females, in the second grade of primary school. Twenty-six children whose scores showed a low level of mathematical knowledge were chosen and randomly divided into the control (CG) and experimental (EG) groups. The EG participated to the virtual environment and the CG participated in reinforcement using traditional teaching methods. Both groups took a post-test in which the Scholastic Performance Test (SPT) was given again. A statistical analysis of the results using the Student's t-test showed a significant learning improvement for the EG and no improvement for the CG (p≤0.05). The virtual environment allows the students to integrate thought, feeling and action, thus motivating the children to learn and contributing to their intellectual development.

Are students' impressions of improved learning through active learning methods reflected by improved test scores?

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Everly, Marcee C

2013-02-01

To report the transformation from lecture to more active learning methods in a maternity nursing course and to evaluate whether student perception of improved learning through active-learning methods is supported by improved test scores. The process of transforming a course into an active-learning model of teaching is described. A voluntary mid-semester survey for student acceptance of the new teaching method was conducted. Course examination results, from both a standardized exam and a cumulative final exam, among students who received lecture in the classroom and students who had active learning activities in the classroom were compared. Active learning activities were very acceptable to students. The majority of students reported learning more from having active-learning activities in the classroom rather than lecture-only and this belief was supported by improved test scores. Students who had active learning activities in the classroom scored significantly higher on a standardized assessment test than students who received lecture only. The findings support the use of student reflection to evaluate the effectiveness of active-learning methods and help validate the use of student reflection of improved learning in other research projects. Copyright © 2011 Elsevier Ltd. All rights reserved.

Scope Complexity Options Risks Excursions (SCORE) Version 3.0 Mathematical Description.

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Gearhart, Jared Lee [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Samberson, Jonell Nicole [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Shettigar, Subhasini [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Jungels, John [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Welch, Kimberly M. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Jones, Dean A. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)

2017-03-01

The purpose of the Scope, Complexity, Options, Risks, Excursions (SCORE) model is to estimate the relative complexity of design variants of future warhead options. The results of this model allow those considering these options to understand the complexity tradeoffs between proposed warhead options. The core idea of SCORE is to divide a warhead option into a well- defined set of scope elements and then estimate the complexity of each scope element against a well understood reference system. The uncertainty associated with estimates can also be captured. A weighted summation of the relative complexity of each scope element is used to determine the total complexity of the proposed warhead option or portions of the warhead option (i.e., a National Work Breakdown Structure code). The SCORE analysis process is a growing multi-organizational Nuclear Security Enterprise (NSE) effort, under the management of the NA- 12 led Enterprise Modeling and Analysis Consortium (EMAC), that has provided the data elicitation, integration and computation needed to support the out-year Life Extension Program (LEP) cost estimates included in the Stockpile Stewardship Management Plan (SSMP).

The Development of the Assessment for Learning Model of Mathematics for Rajamangala University of Technology Rattanakosin

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Wannaree Pansiri

2016-12-01

Full Text Available The objectives of this research were 1 to develop the assessment for learning model of Mathematics for Rajamangala University 2 to study the effectivness of assessment for learning model of Mathematics for Rajamagala University of Technology Rattanakosin. The research target group consisted of 72 students from 3 classes and 3 General Mathematics teachers. The data was gathered from observation, worksheets, achievement test and skill of assessment for learning, questionnaire of the assessment for learning model of Mathematics. The statistics that used in this research were Frequency, Percentage, Mean, Standard Deviation, and Growth Score. The results of this research were 1. The assessment of learning model of Mathematics for Rajamangala University of Technology Rattanakosin consisted of 3 components ; 1. Pre-assessment which consisted of 4 activities ; a Preparation b Teacher development c Design and creation the assessment plan and instrument for assessment and d Creation of the learning experience plan 2. The component for assessment process consisted of 4 steps which were a Identifying the learning objectives and criteria b Identifying the learning experience plan and assessment follow the plan c Learning reflection and giving feedback and d Learner development based on information and improve instruction and 3. Giving feedback component. 2. The effective of assessment for learning model found that most students had good score in concentration, honest, responsibilities, group work, task presentation, worksheets, and doing exercises. The development knowledge of learning and knowledge and skill of assessment for learning of lecturers were fairly good. The opinion to the assessment for learning of learners and assessment for learning model of Mathematics of teachers found that was in a good level.

Changes in Student Populations and Average Test Scores of Dutch Primary Schools

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Luyten, Hans; de Wolf, Inge

2011-01-01

This article focuses on the relation between student population characteristics and average test scores per school in the final grade of primary education from a dynamic perspective. Aggregated data of over 5,000 Dutch primary schools covering a 6-year period were used to study the relation between changes in school populations and shifts in mean…

Students' views on mathematics in single-sex and coed classrooms in Ghana

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Bofah, Emmanuel Adu-Tutu; Hannula, Markku S.

2016-01-01

In this study, we investigated students’ views on themselves as learners of mathematics as a function of school-by-sex (N = 2034, MAge = 18.49, SDAge = 1.25; 12th-grade; 58.2% girls). Using latent variable Structural Equation Modeling (SEM), the measurement and structural equivalence as well as the equality of latent means of scores across single-sex and coed schools were tested. Findings regarding the latent mean differences revealed that girls in single-sex schools had significantly higher ...

Effect of Mindfulness Meditation on Perceived Stress Scores and Autonomic Function Tests of Pregnant Indian Women.

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Muthukrishnan, Shobitha; Jain, Reena; Kohli, Sangeeta; Batra, Swaraj

2016-04-01

Various pregnancy complications like hypertension, preeclampsia have been strongly correlated with maternal stress. One of the connecting links between pregnancy complications and maternal stress is mind-body intervention which can be part of Complementary and Alternative Medicine (CAM). Biologic measures of stress during pregnancy may get reduced by such interventions. To evaluate the effect of Mindfulness meditation on perceived stress scores and autonomic function tests of pregnant Indian women. Pregnant Indian women of 12 weeks gestation were randomised to two treatment groups: Test group with Mindfulness meditation and control group with their usual obstetric care. The effect of Mindfulness meditation on perceived stress scores and cardiac sympathetic functions and parasympathetic functions (Heart rate variation with respiration, lying to standing ratio, standing to lying ratio and respiratory rate) were evaluated on pregnant Indian women. There was a significant decrease in perceived stress scores, a significant decrease of blood pressure response to cold pressor test and a significant increase in heart rate variability in the test group (pwomen. The results of this study suggest that mindfulness meditation improves parasympathetic functions in pregnant women and is a powerful modulator of the sympathetic nervous system during pregnancy.

The Impact of the 2004 Hurricanes on Florida Comprehensive Assessment Test Scores: Implications for School Counselors

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Baggerly, Jennifer; Ferretti, Larissa K.

2008-01-01

What is the impact of natural disasters on students' statewide assessment scores? To answer this question, Florida Comprehensive Assessment Test (FCAT) scores of 55,881 students in grades 4 through 10 were analyzed to determine if there were significant decreases after the 2004 hurricanes. Results reveal that there was statistical but no practical…

Lower Quarter Y-Balance Test Scores and Lower Extremity Injury in NCAA Division I Athletes.

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Lai, Wilson C; Wang, Dean; Chen, James B; Vail, Jeremy; Rugg, Caitlin M; Hame, Sharon L

2017-08-01

Functional movement tests that are predictive of injury risk in National Collegiate Athletic Association (NCAA) athletes are useful tools for sports medicine professionals. The Lower Quarter Y-Balance Test (YBT-LQ) measures single-leg balance and reach distances in 3 directions. To assess whether the YBT-LQ predicts the laterality and risk of sports-related lower extremity (LE) injury in NCAA athletes. Case-control study; Level of evidence, 3. The YBT-LQ was administered to 294 NCAA Division I athletes from 21 sports during preparticipation physical examinations at a single institution. Athletes were followed prospectively over the course of the corresponding season. Correlation analysis was performed between the laterality of reach asymmetry and composite scores (CS) versus the laterality of injury. Receiver operating characteristic (ROC) analysis was used to determine the optimal asymmetry cutoff score for YBT-LQ. A multivariate regression analysis adjusting for sex, sport type, body mass index, and history of prior LE surgery was performed to assess predictors of earlier and higher rates of injury. Neither the laterality of reach asymmetry nor the CS correlated with the laterality of injury. ROC analysis found optimal cutoff scores of 2, 9, and 3 cm for anterior, posteromedial, and posterolateral reach, respectively. All of these potential cutoff scores, along with a cutoff score of 4 cm used in the majority of prior studies, were associated with poor sensitivity and specificity. Furthermore, none of the asymmetric cutoff scores were associated with earlier or increased rate of injury in the multivariate analyses. YBT-LQ scores alone do not predict LE injury in this collegiate athlete population. Sports medicine professionals should be cautioned against using the YBT-LQ alone to screen for injury risk in collegiate athletes.

Mathematics understanding and anxiety in collaborative teaching

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Ansari, B. I.; Wahyu, N.

2017-12-01

This study aims to examine students’ mathematical understanding and anxiety using collaborative teaching. The sample consists of 51 students in the 7th-grade of MTs N Jeureula, one of the Islamic public junior high schools in Jeureula, Aceh, Indonesia. A test of mathematics understanding was administered to the students twice during the period of two months. The result suggests that there is a significant increase in mathematical understanding in the pre-test and post-test. We categorized the students into the high, intermediate, and low level of prior mathematics knowledge. In the high-level prior knowledge, there is no difference of mathematical understanding between the experiment and control group. Meanwhile, in the intermediate and low level of prior knowledge, there is a significant difference of mathematical understanding between the experiment and control group. The mathematics anxiety is at an intermediate level in the experiment class and at a high level in the control group. There is no interaction between the learning model and the students’ prior knowledge towards the mathematical understanding, but there are interactions towards the mathematics anxiety. It indicates that the collaborative teaching model and the students’ prior knowledge do not simultaneously impacts on the mathematics understanding but the mathematics anxiety.

Profile of mathematics anxiety of 7th graders

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Udil, Patrisius Afrisno; Kusmayadi, Tri Atmojo; Riyadi

2017-08-01

Mathematics anxiety is one of the important factors affect students mathematics achievement. This present research investigates profile of students' mathematics anxiety. This research focuses on analysis and description of students' mathematics anxiety level generally and its dominant domain and aspect. Qualitative research with case study strategy was used in this research. Subject in this research involved 15 students of 7th grade chosen with purposive sampling. Data in this research were students' mathematics anxiety scale result, interview record, and observation result during both mathematics learning activity and test. They were asked to complete mathematics anxiety scale before interviewed and observed. The results show that generally students' mathematics anxiety was identified in the moderate level. In addition, students' mathematics anxiety during mathematics test was identified in the high level, but it was in the moderate level during mathematics learning process. Based on the anxiety domain, students have a high mathematics anxiety on cognitive domain, while it was in the moderate level for psychological and physiological domains. On the other hand, it was identified in low level for psychological domain during mathematics learning process. Therefore, it can be concluded that students have serious and high anxiety regarding mathematics on the cognitive domain and mathematics test aspect.

Effects of Math Anxiety and Perfectionism on Timed versus Untimed Math Testing in Mathematically Gifted Sixth Graders

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Tsui, Joanne M.; Mazzocco, Michele M. M.

2006-01-01

This study was designed to examine the effects of math anxiety and perfectionism on math performance, under timed testing conditions, among mathematically gifted sixth graders. We found that participants had worse math performance during timed versus untimed testing, but this difference was statistically significant only when the timed condition…

Depressive status explains a significant amount of the variance in COPD assessment test (CAT) scores.

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Miravitlles, Marc; Molina, Jesús; Quintano, José Antonio; Campuzano, Anna; Pérez, Joselín; Roncero, Carlos

2018-01-01

COPD assessment test (CAT) is a short, easy-to-complete health status tool that has been incorporated into the multidimensional assessment of COPD in order to guide therapy; therefore, it is important to understand the factors determining CAT scores. This is a post hoc analysis of a cross-sectional, observational study conducted in respiratory medicine departments and primary care centers in Spain with the aim of identifying the factors determining CAT scores, focusing particularly on the cognitive status measured by the Mini-Mental State Examination (MMSE) and levels of depression measured by the short Beck Depression Inventory (BDI). A total of 684 COPD patients were analyzed; 84.1% were men, the mean age of patients was 68.7 years, and the mean forced expiratory volume in 1 second (%) was 55.1%. Mean CAT score was 21.8. CAT scores correlated with the MMSE score (Pearson's coefficient r =-0.371) and the BDI ( r =0.620), both p CAT scores and explained 45% of the variability. However, a model including only MMSE and BDI scores explained up to 40% and BDI alone explained 38% of the CAT variance. CAT scores are associated with clinical variables of severity of COPD. However, cognitive status and, in particular, the level of depression explain a larger percentage of the variance in the CAT scores than the usual COPD clinical severity variables.

Attitude toward mathematics among the students at Nazarbayev University Foundation Year Programme

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Karjanto, N.

2017-08-01

This article investigates the attitude toward mathematics among the students enrolled in the Foundation Year Programme at Nazarbayev University. The study is conducted quantitatively and an inventory developed by Tapia and Marsh II is adopted in this research. The inventory consists of 40 statements on the five-point Likert scale. Gender, specialization and final high school score in mathematics are collected. The number of valid returned questionnaires is 108. There are 55 males, 53 females, 73 Mathematical-Physics (MP), 22 Biology-Chemistry (BC) and 13 International Relations-Economics (IRE) students. Generally, they have a positive attitude toward mathematics, with the score mean and standard deviation are 3.999 and 0.531 out of five, respectively. We confirm a hypothesis on a positive correlation between previous high achievement in mathematics and favorable attitude toward it. The correlation value is r = 0.300, its effect size is medium and it is extremely significant (p-value = 0.0008 0.05). There is a very significant difference between students who specialize in IRE and MP in terms of their attitude toward mathematics (F(2, 105) = 5.6848, p-value = 0.0045 < 0.01).

Pre-Service Elementary Teachers' Mathematics Content Knowledge: A Predictor of Sixth Graders' Mathematics Performance

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Shirvani, Hosin

2015-01-01

This study examined the knowledge of mathematics content of elementary pre-service teachers at a sixth grade level. The researcher administered a mathematics test for sixth graders mandated by the Texas Education Agency to pre-service teachers; the same test was given to sixth graders in Texas. The study found that pre-service teachers performed…

Improving mathematical problem solving ability through problem-based learning and authentic assessment for the students of Bali State Polytechnic

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Darma, I. K.

2018-01-01

This research is aimed at determining: 1) the differences of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) the differences of mathematical problem solving ability between the students facilitated with authentic and conventional assessment model, and 3) interaction effect between learning and assessment model on mathematical problem solving. The research was conducted in Bali State Polytechnic, using the 2x2 experiment factorial design. The samples of this research were 110 students. The data were collected using a theoretically and empirically-validated test. Instruments were validated by using Aiken’s approach of technique content validity and item analysis, and then analyzed using anova stylistic. The result of the analysis shows that the students facilitated with problem-based learning and authentic assessment models get the highest score average compared to the other students, both in the concept understanding and mathematical problem solving. The result of hypothesis test shows that, significantly: 1) there is difference of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) there is difference of mathematical problem solving ability between the students facilitated with authentic assessment model and conventional assessment model, and 3) there is interaction effect between learning model and assessment model on mathematical problem solving. In order to improve the effectiveness of mathematics learning, collaboration between problem-based learning model and authentic assessment model can be considered as one of learning models in class.

Sequential Neighborhood Effects: The Effect of Long-Term Exposure to Concentrated Disadvantage on Children's Reading and Math Test Scores.

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Hicks, Andrew L; Handcock, Mark S; Sastry, Narayan; Pebley, Anne R

2018-02-01

Prior research has suggested that children living in a disadvantaged neighborhood have lower achievement test scores, but these studies typically have not estimated causal effects that account for neighborhood choice. Recent studies used propensity score methods to account for the endogeneity of neighborhood exposures, comparing disadvantaged and nondisadvantaged neighborhoods. We develop an alternative propensity function approach in which cumulative neighborhood effects are modeled as a continuous treatment variable. This approach offers several advantages. We use our approach to examine the cumulative effects of neighborhood disadvantage on reading and math test scores in Los Angeles. Our substantive results indicate that recency of exposure to disadvantaged neighborhoods may be more important than average exposure for children's test scores. We conclude that studies of child development should consider both average cumulative neighborhood exposure and the timing of this exposure.

Refining Ovarian Cancer Test accuracy Scores (ROCkeTS): protocol for a prospective longitudinal test accuracy study to validate new risk scores in women with symptoms of suspected ovarian cancer

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Sundar, Sudha; Rick, Caroline; Dowling, Francis; Au, Pui; Rai, Nirmala; Champaneria, Rita; Stobart, Hilary; Neal, Richard; Davenport, Clare; Mallett, Susan; Sutton, Andrew; Kehoe, Sean; Timmerman, Dirk; Bourne, Tom; Van Calster, Ben; Gentry-Maharaj, Aleksandra; Deeks, Jon

2016-01-01

Introduction Ovarian cancer (OC) is associated with non-specific symptoms such as bloating, making accurate diagnosis challenging: only 1 in 3 women with OC presents through primary care referral. National Institute for Health and Care Excellence guidelines recommends sequential testing with CA125 and routine ultrasound in primary care. However, these diagnostic tests have limited sensitivity or specificity. Improving accurate triage in women with vague symptoms is likely to improve mortality by streamlining referral and care pathways. The Refining Ovarian Cancer Test Accuracy Scores (ROCkeTS; HTA 13/13/01) project will derive and validate new tests/risk prediction models that estimate the probability of having OC in women with symptoms. This protocol refers to the prospective study only (phase III). Methods and analysis ROCkeTS comprises four parallel phases. The full ROCkeTS protocol can be found at http://www.birmingham.ac.uk/ROCKETS. Phase III is a prospective test accuracy study. The study will recruit 2450 patients from 15 UK sites. Recruited patients complete symptom and anxiety questionnaires, donate a serum sample and undergo ultrasound scored as per International Ovarian Tumour Analysis (IOTA) criteria. Recruitment is at rapid access clinics, emergency departments and elective clinics. Models to be evaluated include those based on ultrasound derived by the IOTA group and novel models derived from analysis of existing data sets. Estimates of sensitivity, specificity, c-statistic (area under receiver operating curve), positive predictive value and negative predictive value of diagnostic tests are evaluated and a calibration plot for models will be presented. ROCkeTS has received ethical approval from the NHS West Midlands REC (14/WM/1241) and is registered on the controlled trials website (ISRCTN17160843) and the National Institute of Health Research Cancer and Reproductive Health portfolios. PMID:27507231

Teachers' perceptions of students' mathematics proficiency may exacerbate early gender gaps in achievement.

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Robinson-Cimpian, Joseph P; Lubienski, Sarah Theule; Ganley, Colleen M; Copur-Gencturk, Yasemin

2014-04-01

A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers' perceptions of behavior and effort. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), Study 1 demonstrates that teachers actually rate boys' mathematics proficiency higher than that of girls when conditioning on both teachers' ratings of behavior and approaches to learning as well as past and current test scores. In other words, on average girls are only perceived to be as mathematically competent as similarly achieving boys when the girls are also seen as working harder, behaving better, and being more eager to learn. Study 2 uses mediation analysis with an instrumental-variables approach, as well as a matching strategy, to explore the extent to which this conditional underrating of girls may explain the widening gender gap in mathematics in early elementary school. We find robust evidence suggesting that underrating girls' mathematics proficiency accounts for a substantial portion of the development of the mathematics achievement gap between similarly performing and behaving boys and girls in the early grades. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Using College Admission Test Scores to Clarify High School Placement. Leading Indicator Spotlight

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Flug, Susanna

2010-01-01

In "Beyond Test Scores: Leading Indicators for Education," Foley and colleagues (2008) define leading indicators as those that "provide early signals of progress toward academic achievement" (p. 1) and stress that educators "need leading indicators to help them see the direction their efforts are going in and to take…

Differences of wells scores accuracy, caprini scores and padua scores in deep vein thrombosis diagnosis

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Gatot, D.; Mardia, A. I.

2018-03-01

Deep Vein Thrombosis (DVT) is the venous thrombus in lower limbs. Diagnosis is by using venography or ultrasound compression. However, these examinations are not available yet in some health facilities. Therefore many scoring systems are developed for the diagnosis of DVT. The scoring method is practical and safe to use in addition to efficacy, and effectiveness in terms of treatment and costs. The existing scoring systems are wells, caprini and padua score. There have been many studies comparing the accuracy of this score but not in Medan. Therefore, we are interested in comparative research of wells, capriniand padua score in Medan.An observational, analytical, case-control study was conducted to perform diagnostic tests on the wells, caprini and padua score to predict the risk of DVT. The study was at H. Adam Malik Hospital in Medan.From a total of 72 subjects, 39 people (54.2%) are men and the mean age are 53.14 years. Wells score, caprini score and padua score has a sensitivity of 80.6%; 61.1%, 50% respectively; specificity of 80.65; 66.7%; 75% respectively, and accuracy of 87.5%; 64.3%; 65.7% respectively.Wells score has better sensitivity, specificity and accuracy than caprini and padua score in diagnosing DVT.

Teaching (Un)Connected Mathematics: Two Teachers' Enactment of the Pizza Problem

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Hill, Heather C.; Charalambous, Charalambos Y.

2012-01-01

This paper documents the ways mathematical knowledge for teaching (MKT) and curriculum materials appear to contribute to the enactment of a 7th grade "Connected Mathematics Project" lesson on comparing ratios. Two teachers with widely differing MKT scores are compared teaching this lesson. The comparison of the teachers' lesson enactments suggests…

Gender, culture, and mathematics performance.

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Hyde, Janet S; Mertz, Janet E

2009-06-02

Using contemporary data from the U.S. and other nations, we address 3 questions: Do gender differences in mathematics performance exist in the general population? Do gender differences exist among the mathematically talented? Do females exist who possess profound mathematical talent? In regard to the first question, contemporary data indicate that girls in the U.S. have reached parity with boys in mathematics performance, a pattern that is found in some other nations as well. Focusing on the second question, studies find more males than females scoring above the 95th or 99th percentile, but this gender gap has significantly narrowed over time in the U.S. and is not found among some ethnic groups and in some nations. Furthermore, data from several studies indicate that greater male variability with respect to mathematics is not ubiquitous. Rather, its presence correlates with several measures of gender inequality. Thus, it is largely an artifact of changeable sociocultural factors, not immutable, innate biological differences between the sexes. Responding to the third question, we document the existence of females who possess profound mathematical talent. Finally, we review mounting evidence that both the magnitude of mean math gender differences and the frequency of identification of gifted and profoundly gifted females significantly correlate with sociocultural factors, including measures of gender equality across nations.

Student-Perceived Mothers' and Fathers' Beliefs, Mathematics and English Motivations, and Career Choices.

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Lazarides, Rebecca; Watt, Helen M G

2017-12-01

According to Eccles and Jacobs' (1986) parent socialization model, parents' gendered ability and value beliefs influence girls' and boys' interpretations of those beliefs, and hence students' domain-specific valuing of tasks and competence beliefs and subsequent career plans. Studies have rarely analyzed how both student-perceived mothers' and fathers' beliefs affect girls' and boys' task values, success expectancies, and career plans across domains. This study analyzed survey data of 459 students (262 boys) assessed through Grades 9, 10, and 11 from three coeducational secondary schools in Sydney, Australia. Longitudinal structural equation models revealed gendered value transmission pathways for girls in mathematics. Although mathematics test scores did not vary statistically significantly, girls reported statistically significantly lower mothers' ability beliefs for them in mathematics than boys at Time 1, which led to their statistically significantly lower mathematics intrinsic value at Time 2 and mathematics-related career plans at Time 3. Such gendered pathways did not occur in English. Matched same-gender effects and gendered pathways in parent socialization processes were evident; perceived mothers' value beliefs were more strongly related to girls' than boys' importance values in English. Student-perceived fathers' ability beliefs positively predicted boys', not girls', importance value in mathematics. Implications for educational practice emphasize the need to target girls' and boys' interest when aiming to enhance their mathematical career motivations. © 2017 The Authors. Journal of Research on Adolescence © 2017 Society for Research on Adolescence.

Critical analysis of the Romanian Mathematics and Sciences school curricula based on the Romanian pupils’ results on international testing

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LILIANA CIASCAI

2009-01-01

Full Text Available Romania occupied a back position in the international tests on Mathematics and Sciences. Teachers stress out that one possible cause of this situation could be finding on the Mathematics and Sciences curricula. This paper presents the results of the comparisons of the Romanian curricula with the curricula promoted by the international testing (PISA 2000, 2003 and 2006, and TIMSS 1995, 1999, 2003, 2007 and the curricula of the countries occupied the first places in these tests. The comparisons underline those curricula approaches, which insure success on these tests and realize the reasons of the lack of success of the Romanian pupils. These results will be presented to the curriculum makers, universities and schools, to identify the specific and transferable competencies of the pupils with success in the above-mentioned disciplines.

A high COPD assessment test score may predict anxiety in COPD

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Harryanto H

2018-03-01

Full Text Available Hilman Harryanto,1 Sally Burrows,2 Yuben Moodley1,2 1Department of Respiratory Medicine, Fiona Stanley Hospital, Perth, WA, Australia; 2Faculty of Health and Medical Sciences, Medical School, University of Western Australia, Perth, WA, AustraliaThe prevalence of anxiety is 55% in patients with COPD,1 and it is associated with worse disease control. Therefore, early recognition and institution of treatment of this comorbidity significantly improve patient’s quality of life. Recently, a questionnaire called the COPD assessment test (CAT has been incorporated into the Global Initiative for Chronic Obstructive Lung Disease (GOLD guidelines for the management of COPD, and a higher score is associated with increased COPD symptoms.2 Considering the regular use of CAT, it was evaluated whether this tool can also be used to identify anxiety. The CAT score was correlated with the Hospital Anxiety and Depression Scale (HADS to determine the level at which CAT may predict anxiety.

Exploration of analysis methods for diagnostic imaging tests: problems with ROC AUC and confidence scores in CT colonography.

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Mallett, Susan; Halligan, Steve; Collins, Gary S; Altman, Doug G

2014-01-01

Different methods of evaluating diagnostic performance when comparing diagnostic tests may lead to different results. We compared two such approaches, sensitivity and specificity with area under the Receiver Operating Characteristic Curve (ROC AUC) for the evaluation of CT colonography for the detection of polyps, either with or without computer assisted detection. In a multireader multicase study of 10 readers and 107 cases we compared sensitivity and specificity, using radiological reporting of the presence or absence of polyps, to ROC AUC calculated from confidence scores concerning the presence of polyps. Both methods were assessed against a reference standard. Here we focus on five readers, selected to illustrate issues in design and analysis. We compared diagnostic measures within readers, showing that differences in results are due to statistical methods. Reader performance varied widely depending on whether sensitivity and specificity or ROC AUC was used. There were problems using confidence scores; in assigning scores to all cases; in use of zero scores when no polyps were identified; the bimodal non-normal distribution of scores; fitting ROC curves due to extrapolation beyond the study data; and the undue influence of a few false positive results. Variation due to use of different ROC methods exceeded differences between test results for ROC AUC. The confidence scores recorded in our study violated many assumptions of ROC AUC methods, rendering these methods inappropriate. The problems we identified will apply to other detection studies using confidence scores. We found sensitivity and specificity were a more reliable and clinically appropriate method to compare diagnostic tests.

The Relations among Mathematics Anxiety, Gender, and Standardized Test Performance

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Anis, Yasmeen; Krause, Jeremy A.; Blum, Emily N.

2016-01-01

Mathematics anxiety typically involves apprehension toward activities that require computation, which can lead to complications in every-day-life activities (Ashcraft, 2002). Mathematics anxiety also has become accepted as an issue associated with academic success for both children and adults (Ashcraft, 2002; Ashcraft & Moore, 2009; Beilock,…

Primary Trait Analysis to Assess a Learner-Centered, Upper-Level Mathematics Course

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Alsardary, Salar; Pontiggia, Laura; Hamid, Mohammed; Blumberg, Phyllis

2011-01-01

This study presents a primary trait analysis of a learner-centered, discrete mathematics course based on student-to-student instruction. The authors developed a scoring rubric for the primary traits: conceptual knowledge, procedural knowledge, application of understanding, and mathematical communication skills. Eleven students took an exam…

Evaluation of Factors Affecting Continuous Performance Test Identical Pairs Version Score of Schizophrenic Patients in a Japanese Clinical Sample

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Takayoshi Koide

2012-01-01

Full Text Available Aim. Cognitive impairment in schizophrenia strongly relates to social outcome and is a good candidate for endophenotypes. When we accurately measure drug efficacy or effects of genes or variants relevant to schizophrenia on cognitive impairment, clinical factors that can affect scores on cognitive tests, such as age and severity of symptoms, should be considered. To elucidate the effect of clinical factors, we conducted multiple regression analysis using scores of the Continuous Performance Test Identical Pairs Version (CPT-IP, which is often used to measure attention/vigilance in schizophrenia. Methods. We conducted the CPT-IP (4-4 digit and examined clinical information (sex, age, education years, onset age, duration of illness, chlorpromazine-equivalent dose, and Positive and Negative Symptom Scale (PANSS scores in 126 schizophrenia patients in Japanese population. Multiple regression analysis was used to evaluate the effect of clinical factors. Results. Age, chlorpromazine-equivalent dose, and PANSS-negative symptom score were associated with mean d′ score in patients. These three clinical factors explained about 28% of the variance in mean d′ score. Conclusions. As conclusion, CPT-IP score in schizophrenia patients is influenced by age, chlorpromazine-equivalent dose and PANSS negative symptom score.

The Development and Validation of Scores on the Mathematics Information Processing Scale (MIPS).

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Bessant, Kenneth C.

1997-01-01

This study reports on the development and psychometric properties of a new 87-item Mathematics Information Processing Scale that explores learning strategies, metacognitive problem-solving skills, and attentional deployment. Results with 340 college students support the use of the instrument, for which factor analysis identified five theoretically…

Specific algorithm method of scoring the Clock Drawing Test applied in cognitively normal elderly

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Liana Chaves Mendes-Santos

Full Text Available The Clock Drawing Test (CDT is an inexpensive, fast and easily administered measure of cognitive function, especially in the elderly. This instrument is a popular clinical tool widely used in screening for cognitive disorders and dementia. The CDT can be applied in different ways and scoring procedures also vary. OBJECTIVE: The aims of this study were to analyze the performance of elderly on the CDT and evaluate inter-rater reliability of the CDT scored by using a specific algorithm method adapted from Sunderland et al. (1989. METHODS: We analyzed the CDT of 100 cognitively normal elderly aged 60 years or older. The CDT ("free-drawn" and Mini-Mental State Examination (MMSE were administered to all participants. Six independent examiners scored the CDT of 30 participants to evaluate inter-rater reliability. RESULTS AND CONCLUSION: A score of 5 on the proposed algorithm ("Numbers in reverse order or concentrated", equivalent to 5 points on the original Sunderland scale, was the most frequent (53.5%. The CDT specific algorithm method used had high inter-rater reliability (p<0.01, and mean score ranged from 5.06 to 5.96. The high frequency of an overall score of 5 points may suggest the need to create more nuanced evaluation criteria, which are sensitive to differences in levels of impairment in visuoconstructive and executive abilities during aging.

Effects of Gender, Mathematics Anxiety and Achievement Motivation on College Students’ Achievement in Mathematics

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Ajogbeje Oke James

2013-07-01

Full Text Available The urge to excel or perform maximally in mathematics varies from individual to individual because achievement motivation is often developed or learnt during socialization and learning experiences. The study examined the relationship between College of Education students’ achievement motivation and mathematics achievement, correlation coefficient between mathematics anxiety and college students’ achievement motivation as well as mathematics anxiety and mathematics achievement. The sample, 268 College of Education students offering mathematics as one of their subject combination, was selected using purposive sampling techniques. Three research instruments namely: Mathematics Anxiety Scale (MAS, Achievement Motivation Scale (AMS and Mathematics Achievement Test (MAT were used to collect data for the study. Data collected for the study were analyzed using correlational analysis and ANOVA. The results showed that a significantly low negative correlation coefficient existed between mathematics anxiety and mathematics achievement. There is a negative and significant correlation coefficient between mathematics anxiety and achievement motivation. Similarly, a positive and significant correlation coefficient also exists between achievement motivation and mathematics achievement. Based on the findings of the study, it was recommended that mathematics teachers should adopt activity based strategies and conducive learning environment in order to reduce college students’ anxieties in mathematics learning.

Impact of a required pharmaceutical calculations course on mathematics ability and knowledge retention.

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Hegener, Michael A; Buring, Shauna M; Papas, Elizabeth

2013-08-12

To assess doctor of pharmacy (PharmD) students' mathematics ability by content area before and after completing a required pharmaceutical calculations course and to analyze changes in scores. A mathematics skills assessment was administered to 2 cohorts of pharmacy students (class of 2013 and 2014) before and after completing a pharmaceutical calculations course. The posttest was administered to the second cohort 6 months after completing the course to assess knowledge retention. Both cohorts performed significantly better on the posttest (cohort 1, 13% higher scores; cohort 2, 15.9% higher scores). Significant improvement on posttest scores was observed in 6 of the 10 content areas for cohorts 1 and 2. Both cohorts scored lower in percentage calculations on the posttest than on the pretest. A required, 1-credit-hour pharmaceutical calculations course improved PharmD students' overall ability to perform fundamental and application-based calculations.

Examining the Efficacy of a Tier 2 Kindergarten Mathematics Intervention.

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Clarke, Ben; Doabler, Christian T; Smolkowski, Keith; Baker, Scott K; Fien, Hank; Strand Cary, Mari

2016-01-01

This study examined the efficacy of a Tier 2 kindergarten mathematics intervention program, ROOTS, focused on developing whole number understanding for students at risk in mathematics. A total of 29 classrooms were randomly assigned to treatment (ROOTS) or control (standard district practices) conditions. Measures of mathematics achievement were collected at pretest and posttest. Treatment and control students did not differ on mathematics assessments at pretest. Gain scores of at-risk intervention students were significantly greater than those of control peers, and the gains of at-risk treatment students were greater than the gains of peers not at risk, effectively reducing the achievement gap. Implications for Tier 2 mathematics instruction in a response to intervention (RtI) model are discussed. © Hammill Institute on Disabilities 2014.

Implementation of cooperative learning model type STAD with RME approach to understanding of mathematical concept student state junior high school in Pekanbaru

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Nurhayati, Dian Mita; Hartono

2017-05-01

This study aims to determine whether there is a difference in the ability of understanding the concept of mathematics between students who use cooperative learning model Student Teams Achievement Division type with Realistic Mathematic Education approach and students who use regular learning in seventh grade SMPN 35 Pekanbaru. This study was quasi experiments with Posttest-only Control Design. The populations in this research were all the seventh grade students in one of state junior high school in Pekanbaru. The samples were a class that is used as the experimental class and one other as the control class. The process of sampling is using purposive sampling technique. Retrieval of data in this study using the documentation, observation sheets, and test. The test use t-test formula to determine whether there is a difference in student's understanding of mathematical concepts. Before the t-test, should be used to test the homogeneity and normality. Based in the analysis of these data with t0 = 2.9 there is a difference in student's understanding of mathematical concepts between experimental and control class. Percentage of students experimental class with score more than 65 was 76.9% and 56.4% of students control class. Thus be concluded, the ability of understanding mathematical concepts students who use the cooperative learning model type STAD with RME approach better than students using the regular learning. So that cooperative learning model type STAD with RME approach is well used in learning process.

Physical mathematics

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Cahill, Kevin

2013-01-01

Unique in its clarity, examples and range, Physical Mathematics explains as simply as possible the mathematics that graduate students and professional physicists need in their courses and research. The author illustrates the mathematics with numerous physical examples drawn from contemporary research. In addition to basic subjects such as linear algebra, Fourier analysis, complex variables, differential equations and Bessel functions, this textbook covers topics such as the singular-value decomposition, Lie algebras, the tensors and forms of general relativity, the central limit theorem and Kolmogorov test of statistics, the Monte Carlo methods of experimental and theoretical physics, the renormalization group of condensed-matter physics and the functional derivatives and Feynman path integrals of quantum field theory.

Closing the feedback loop: engaging students in large first-year mathematics test revision sessions using pen-enabled screens

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Donovan, Diane; Loch, Birgit

2013-01-01

How can active learning, peer learning and prompt feedback be achieved in large first-year mathematics classes? Further, what technologies may support these aims? In this article, we assert that test revision sessions in first-year mathematics held in a technology-enhanced lecture theatre can be highly interactive with students solving problems, learning from each other and receiving immediate feedback. This is facilitated by pen-enabled screens and synchronization software. We argue that the educational benefits achievable through the technology do outweigh the technological distractions, and that these benefits can be achieved by focused, targeted one-off sessions and not only by a semester-long, regular approach. Repeat mid-semester test revision sessions were offered on a non-compulsory basis using pen-enabled screens for all students. Students worked practice test questions and marked solutions to mathematical problems on the screens. Students' work was then displayed anonymously for their peers to see. Answers were discussed with the whole class. We discuss outcomes from two offerings of these sessions using student feedback and lecturer reflections and show the impact of participation on self-reported student confidence. Pedagogical approaches that the technology allowed for the first time in a large class are highlighted. Students responded uniformly positively.

Using Automated Essay Scores as an Anchor When Equating Constructed Response Writing Tests

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Almond, Russell G.

2014-01-01

Assessments consisting of only a few extended constructed response items (essays) are not typically equated using anchor test designs as there are typically too few essay prompts in each form to allow for meaningful equating. This article explores the idea that output from an automated scoring program designed to measure writing fluency (a common…

Implications of Deployed and Nondeployed Fathers on Seventh Graders' California Achievement Test Scores during a Military Crisis.

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Pisano, Mark C.

The differences in California Achievement Test (CAT) scores from 1990 to 1991 in seventh graders, currently enrolled in Albritton Junior High School in the Fort Bragg Schools, of deployed and nondeployed fathers were analyzed. CAT percentile scores from 1990 and 1991 (1991 being the year of "Desert Storm") were obtained in reading, math…

School-Age Test Proficiency and Special Education After Congenital Heart Disease Surgery in Infancy.

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Mulkey, Sarah B; Bai, Shasha; Luo, Chunqiao; Cleavenger, Jordyn E; Gibson, Neal; Holland, Greg; Mosley, Bridget S; Kaiser, Jeffrey R; Bhutta, Adnan T

2016-11-01

To evaluate test proficiency and the receipt of special education services in school-age children who had undergone surgery for congenital heart disease (CHD) at age Education longitudinal database containing achievement test scores in literacy and mathematics for grades 3-4 and special education codes. The primary negative outcome was not achieving grade-level proficiency on achievement tests. Logistic regression accounting for repeated measures was used to evaluate for associations between achieving proficiency and demographic data, maternal education, and clinical factors. A total of 362 of 458 (79%) children who underwent surgery for CHD were matched to the Arkansas Department of Education database, 285 of whom had grade 3 and/or 4 achievement tests scores. Fewer students with CHD achieved proficiency in literacy and mathematics (P education predicted proficiency in literacy (P special education services (26.9% vs 11.6%; P special education services than all state students. Results from this study support the need for neurodevelopmental evaluations as standard practice in children with CHD. Copyright © 2016 Elsevier Inc. All rights reserved.

How Well Does the Sum Score Summarize the Test? Summability as a Measure of Internal Consistency

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Goeman, J.J.; De, Jong N.H.

2018-01-01

Many researchers use Cronbach's alpha to demonstrate internal consistency, even though it has been shown numerous times that Cronbach's alpha is not suitable for this. Because the intention of questionnaire and test constructers is to summarize the test by its overall sum score, we advocate

Zertifikat Deutsch als Fremdsprache and the Oral Proficiency Interview: A Comparison of Test Scores and Examinations.

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Lalande, John F.; Schweckendiek, Jurgen

1986-01-01

Investigates what correlations might exist between an individual's score on the Zertifikat Deutsch als Fremdsprache and on the Oral Proficiency Interview. The tests themselves are briefly described. Results indicate that the two tests appear to correlate well in their evaluation of speaking skills. (SED)

动态测验对“数学学习困难”儿童的进一步甄别%The Contribution of Dynamic Assessment to Screening Children with Mathematics Learning Disabilities

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张丽锦; 张臻峰

2014-01-01

The commonly used grade-level discrepancy assessment, which relies on achievement test scores to identify children with mathematics learning disabilities (MLD or MD), can be biased and its effectiveness varies across children’s cognitive levels, educational backgrounds of families, school contexts, and children’s learning styles. As a consequence, the identification of children with MD often lacks accuracy. With an integration of interventions and interactive evaluation, dynamic assessment is developed to identify children’s potential for learning which is less influenced by their family and school backgrounds mentioned above. Unlike traditional achievement tests, dynamic assessment applies new criterion on MD that focus on children’s potential for learning mathematics and can reduce above-mentioned unfavorable effect to some extent. The current study attempted to demonstrate that the addition of dynamic assessment to traditional achievement tests can help identify MD children and the subgroups of MD children with increased accuracy and objectivity. Dynamic assessment has a unique effect on rapid and accurate identifying children with mathematics learning disabilities. Following the standard orientation model proposed by Proctor and Prevatt (2003), the treatment group included 30 fourth-grade children with mathematics learning disabilities, while the control group consisted of 30 children who were matched on Raven intelligence test scores. Four subtests (Rhyming Words, Auditory Digit Sequence, Visual Matrix and Mapping and Directions) of the “Swanson Cognitive Processing Test (S-CPT)”were administrated to assess children’s working memory. The assessment included initial score, gain score, maintain score, difference score, stable score, guide score and strategy score, collected in four phases: pretest, intervention, posttest, and delayed posttest. The differences in work memory task scores before and after the dynamic interventions, were used to

Rey's Auditory Verbal Learning Test scores can be predicted from whole brain MRI in Alzheimer's disease

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Elaheh Moradi

2017-01-01

Full Text Available Rey's Auditory Verbal Learning Test (RAVLT is a powerful neuropsychological tool for testing episodic memory, which is widely used for the cognitive assessment in dementia and pre-dementia conditions. Several studies have shown that an impairment in RAVLT scores reflect well the underlying pathology caused by Alzheimer's disease (AD, thus making RAVLT an effective early marker to detect AD in persons with memory complaints. We investigated the association between RAVLT scores (RAVLT Immediate and RAVLT Percent Forgetting and the structural brain atrophy caused by AD. The aim was to comprehensively study to what extent the RAVLT scores are predictable based on structural magnetic resonance imaging (MRI data using machine learning approaches as well as to find the most important brain regions for the estimation of RAVLT scores. For this, we built a predictive model to estimate RAVLT scores from gray matter density via elastic net penalized linear regression model. The proposed approach provided highly significant cross-validated correlation between the estimated and observed RAVLT Immediate (R = 0.50 and RAVLT Percent Forgetting (R = 0.43 in a dataset consisting of 806 AD, mild cognitive impairment (MCI or healthy subjects. In addition, the selected machine learning method provided more accurate estimates of RAVLT scores than the relevance vector regression used earlier for the estimation of RAVLT based on MRI data. The top predictors were medial temporal lobe structures and amygdala for the estimation of RAVLT Immediate and angular gyrus, hippocampus and amygdala for the estimation of RAVLT Percent Forgetting. Further, the conversion of MCI subjects to AD in 3-years could be predicted based on either observed or estimated RAVLT scores with an accuracy comparable to MRI-based biomarkers.

Clinical score and rapid antigen detection test to guide antibiotic use for sore throats: randomised controlled trial of PRISM (primary care streptococcal management).

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Little, Paul; Hobbs, F D Richard; Moore, Michael; Mant, David; Williamson, Ian; McNulty, Cliodna; Cheng, Ying Edith; Leydon, Geraldine; McManus, Richard; Kelly, Joanne; Barnett, Jane; Glasziou, Paul; Mullee, Mark

2013-10-10

To determine the effect of clinical scores that predict streptococcal infection or rapid streptococcal antigen detection tests compared with delayed antibiotic prescribing. Open adaptive pragmatic parallel group randomised controlled trial. Primary care in United Kingdom. Patients aged ≥ 3 with acute sore throat. An internet programme randomised patients to targeted antibiotic use according to: delayed antibiotics (the comparator group for analyses), clinical score, or antigen test used according to clinical score. During the trial a preliminary streptococcal score (score 1, n=1129) was replaced by a more consistent score (score 2, n=631; features: fever during previous 24 hours; purulence; attends rapidly (within three days after onset of symptoms); inflamed tonsils; no cough/coryza (acronym FeverPAIN). Symptom severity reported by patients on a 7 point Likert scale (mean severity of sore throat/difficulty swallowing for days two to four after the consultation (primary outcome)), duration of symptoms, use of antibiotics. For score 1 there were no significant differences between groups. For score 2, symptom severity was documented in 80% (168/207 (81%) in delayed antibiotics group; 168/211 (80%) in clinical score group; 166/213 (78%) in antigen test group). Reported severity of symptoms was lower in the clinical score group (-0.33, 95% confidence interval -0.64 to -0.02; P=0.04), equivalent to one in three rating sore throat a slight versus moderate problem, with a similar reduction for the antigen test group (-0.30, -0.61 to -0.00; P=0.05). Symptoms rated moderately bad or worse resolved significantly faster in the clinical score group (hazard ratio 1.30, 95% confidence interval 1.03 to 1.63) but not the antigen test group (1.11, 0.88 to 1.40). In the delayed antibiotics group, 75/164 (46%) used antibiotics. Use of antibiotics in the clinical score group (60/161) was 29% lower (adjusted risk ratio 0.71, 95% confidence interval 0.50 to 0.95; P=0.02) and in the

Towards reporting standards for neuropsychological study results: A proposal to minimize communication errors with standardized qualitative descriptors for normalized test scores.

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Schoenberg, Mike R; Rum, Ruba S

2017-11-01

Rapid, clear and efficient communication of neuropsychological results is essential to benefit patient care. Errors in communication are a lead cause of medical errors; nevertheless, there remains a lack of consistency in how neuropsychological scores are communicated. A major limitation in the communication of neuropsychological results is the inconsistent use of qualitative descriptors for standardized test scores and the use of vague terminology. PubMed search from 1 Jan 2007 to 1 Aug 2016 to identify guidelines or consensus statements for the description and reporting of qualitative terms to communicate neuropsychological test scores was conducted. The review found the use of confusing and overlapping terms to describe various ranges of percentile standardized test scores. In response, we propose a simplified set of qualitative descriptors for normalized test scores (Q-Simple) as a means to reduce errors in communicating test results. The Q-Simple qualitative terms are: 'very superior', 'superior', 'high average', 'average', 'low average', 'borderline' and 'abnormal/impaired'. A case example illustrates the proposed Q-Simple qualitative classification system to communicate neuropsychological results for neurosurgical planning. The Q-Simple qualitative descriptor system is aimed as a means to improve and standardize communication of standardized neuropsychological test scores. Research are needed to further evaluate neuropsychological communication errors. Conveying the clinical implications of neuropsychological results in a manner that minimizes risk for communication errors is a quintessential component of evidence-based practice. Copyright © 2017 Elsevier B.V. All rights reserved.

Effect of a Virtual Environment on the Development of Mathematical Skills in Children with Dyscalculia

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de Castro, Marcus Vasconcelos; Bissaco, Márcia Aparecida Silva; Panccioni, Bruno Marques; Rodrigues, Silvia Cristina Martini; Domingues, Andreia Miranda

2014-01-01

In this study, we show the effectiveness of a virtual environment comprising 18 computer games that cover mathematics topics in a playful setting and that can be executed on the Internet with the possibility of player interaction through chat. An arithmetic pre-test contained in the Scholastic Performance Test was administered to 300 children between 7 and 10 years old, including 162 males and 138 females, in the second grade of primary school. Twenty-six children whose scores showed a low level of mathematical knowledge were chosen and randomly divided into the control (CG) and experimental (EG) groups. The EG participated to the virtual environment and the CG participated in reinforcement using traditional teaching methods. Both groups took a post-test in which the Scholastic Performance Test (SPT) was given again. A statistical analysis of the results using the Student's t-test showed a significant learning improvement for the EG and no improvement for the CG (p≤0.05). The virtual environment allows the students to integrate thought, feeling and action, thus motivating the children to learn and contributing to their intellectual development. PMID:25068511

Effect of a virtual environment on the development of mathematical skills in children with dyscalculia.

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Marcus Vasconcelos de Castro

Full Text Available In this study, we show the effectiveness of a virtual environment comprising 18 computer games that cover mathematics topics in a playful setting and that can be executed on the Internet with the possibility of player interaction through chat. An arithmetic pre-test contained in the Scholastic Performance Test was administered to 300 children between 7 and 10 years old, including 162 males and 138 females, in the second grade of primary school. Twenty-six children whose scores showed a low level of mathematical knowledge were chosen and randomly divided into the control (CG and experimental (EG groups. The EG participated to the virtual environment and the CG participated in reinforcement using traditional teaching methods. Both groups took a post-test in which the Scholastic Performance Test (SPT was given again. A statistical analysis of the results using the Student's t-test showed a significant learning improvement for the EG and no improvement for the CG (p≤0.05. The virtual environment allows the students to integrate thought, feeling and action, thus motivating the children to learn and contributing to their intellectual development.

Non-intellectual predictors of achievement in mathematics

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Milošević Nikoleta M.

2003-01-01

Full Text Available Findings presented herein are a part of a large international study of primary school final grade student achievement in mathematics and science (TIMSS 2003. Studies were also conducted on the degree of correlation between student family socioeconomic status, mathematical self-concept and achievement in mathematics. Pilot studies, whose findings are discussed comprised 112 seventh-grade students. "Family socioeconomic status" was defined by variables such as the number of family members, economically disadvantaged/affluent home, and parental educational status. "Mathematical self-concept" was defined as one of the more narrow domains of academic self-concept. "Achievement in mathematics" was measured by the test assessing two dimensions of knowledge of mathematics: content and cognitive skills. The analyses of partial correlations indicate that the most significant predictors of achievement in mathematics test are as follows mathematical self-concept, mother’s educational status and some indicators of family socioeconomic status (access to the Internet, number of household members, number of books available at home. Concerning the correlation found between family characteristics and mathematical self-concept and achievement in mathematics, the developers of current changes in mathematics teaching should not disregard the findings of this study.

What Benefits Could Extension Papers and Admissions Tests Have for University Mathematics Applicants?

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Darlington, Ellie

2015-01-01

It is well documented in both the British press and mathematics education literature that many consider A-levels (qualifications for secondary school leavers in England, Wales and Northern Ireland) to be insufficient preparation for undergraduate mathematics study in the UK. A-level Mathematics and Further Mathematics are not solely intended for…

Quantitative Deficits of Preschool Children at Risk for Mathematical Learning Disability

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Felicia W. Chu

2013-05-01

Full Text Available The study tested the hypothesis that acuity of the potentially inherent approximate number system (ANS contributes to risk of mathematical learning disability (MLD. Sixty-eight (35 boys preschoolers at risk for school failure were assessed on a battery of quantitative tasks, and on intelligence, executive control, preliteracy skills, and parental education. Mathematics achievement scores at the end of one year of preschool indicated that 34 of these children were at high risk for MLD. Relative to the 34 typically achieving children, the at risk children were less accurate on the ANS task, and a one standard deviation deficit on this task resulted in a 2.4 fold increase in the odds of MLD status. The at risk children also had a poor understanding of ordinal relations, and had slower learning of Arabic numerals, number words, and their cardinal values. Poor performance on these tasks resulted in 3.6 to 4.5 fold increases in the odds of MLD status. The results provide some support for the ANS hypothesis but also suggest these deficits are not the primary source of poor mathematics learning.

Evaluation of the Discrepancy between the European Pharmacopoeia Test and an Adopted United States Pharmacopoeia Test Regarding the Weight Uniformity of Scored Tablet Halves: Is Harmonization Required?

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Zaid, Abdel Naser; Ghoush, Abeer Abu; Al-Ramahi, Rowa'; Are'r, Mohammed

2012-01-01

The aim of this study was to evaluate whether there exists any discrepancy between the European Pharmacopoeia (Ph. Eur.) and adopted United States Pharmacopeia (USP) tests concerning the weight uniformity measurements of tablet halves after splitting. The USP method does not contain provisions to evaluate split tablets, so here we adopt their whole tablet weight uniformity method. Twenty-nine different commercial scored tablets (local and imported) were divided. The split units were individually weighed and the relative standard deviation (RSD) for each product was calculated and then evaluated according to both the adopted USP and the Ph. Eur. tests of weight uniformity. Twenty out of the 29 products tested failed the USP test, while 14 of them failed the Ph. Eur. test. Nine products passed both the USP and Ph. Eur. tests. Six products passed the Ph. Eur. test but failed the USP test, with all of these products having an RSD greater than 6%. The correlation coefficient between the weight and content of split halves for three randomly selected products-corotenol 100 mg, corotenol 50 mg, and lorazepam 2.5 mg-was found to be 0.986, 0.998, and 0.72, respectively. A clear difference can be seen between outcomes obtained by the two compendial tablet splitting methods with regard to weight uniformity. Results from the USP test showed that tighter measures are needed to pass the test. Our results argue that the Ph. Eur. should revise the existing weight uniformity test on scored tablets to include the RSD parameter in it. The USP should include this adopted test as a specific test for scored tablet halves, not just whole tablets. Manufacturers in some cases will need to improve the quality of the produced scored tablets in order to pass the USP test, especially those with low therapeutic indices. Finally, harmonization between the pharmacopoeias regarding the weight uniformity testing of split tablets is warranted. The aim of this study was to evaluate whether there

Unexplained Graft Dysfunction after Heart Transplantation—Role of Novel Molecular Expression Test Score and QTc-Interval: A Case Report

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Khurram Shahzad

2010-01-01

Full Text Available In the current era of immunosuppressive medications there is increased observed incidence of graft dysfunction in the absence of known histological criteria of rejection after heart transplantation. A noninvasive molecular expression diagnostic test was developed and validated to rule out histological acute cellular rejection. In this paper we present for the first time, longitudinal pattern of changes in this novel diagnostic test score along with QTc-interval in a patient who was admitted with unexplained graft dysfunction. Patient presented with graft failure with negative findings on all known criteria of rejection including acute cellular rejection, antibody mediated rejection and cardiac allograft vasculopathy. The molecular expression test score showed gradual increase and QTc-interval showed gradual prolongation with the gradual decline in graft function. This paper exemplifies that in patients presenting with unexplained graft dysfunction, GEP test score and QTc-interval correlate with the changes in the graft function.

Refining Ovarian Cancer Test accuracy Scores (ROCkeTS): protocol for a prospective longitudinal test accuracy study to validate new risk scores in women with symptoms of suspected ovarian cancer.

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Sundar, Sudha; Rick, Caroline; Dowling, Francis; Au, Pui; Snell, Kym; Rai, Nirmala; Champaneria, Rita; Stobart, Hilary; Neal, Richard; Davenport, Clare; Mallett, Susan; Sutton, Andrew; Kehoe, Sean; Timmerman, Dirk; Bourne, Tom; Van Calster, Ben; Gentry-Maharaj, Aleksandra; Menon, Usha; Deeks, Jon

2016-08-09

Ovarian cancer (OC) is associated with non-specific symptoms such as bloating, making accurate diagnosis challenging: only 1 in 3 women with OC presents through primary care referral. National Institute for Health and Care Excellence guidelines recommends sequential testing with CA125 and routine ultrasound in primary care. However, these diagnostic tests have limited sensitivity or specificity. Improving accurate triage in women with vague symptoms is likely to improve mortality by streamlining referral and care pathways. The Refining Ovarian Cancer Test Accuracy Scores (ROCkeTS; HTA 13/13/01) project will derive and validate new tests/risk prediction models that estimate the probability of having OC in women with symptoms. This protocol refers to the prospective study only (phase III). ROCkeTS comprises four parallel phases. The full ROCkeTS protocol can be found at http://www.birmingham.ac.uk/ROCKETS. Phase III is a prospective test accuracy study. The study will recruit 2450 patients from 15 UK sites. Recruited patients complete symptom and anxiety questionnaires, donate a serum sample and undergo ultrasound scored as per International Ovarian Tumour Analysis (IOTA) criteria. Recruitment is at rapid access clinics, emergency departments and elective clinics. Models to be evaluated include those based on ultrasound derived by the IOTA group and novel models derived from analysis of existing data sets. Estimates of sensitivity, specificity, c-statistic (area under receiver operating curve), positive predictive value and negative predictive value of diagnostic tests are evaluated and a calibration plot for models will be presented. ROCkeTS has received ethical approval from the NHS West Midlands REC (14/WM/1241) and is registered on the controlled trials website (ISRCTN17160843) and the National Institute of Health Research Cancer and Reproductive Health portfolios. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted

CLEP college mathematics

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Friedman, Mel

2012-01-01

Earn College Credit with REA's Test Prep for CLEP* College Mathematics Everything you need to pass the exam and get the college credit you deserve.CLEP* is the most popular credit-by-examination program in the country, accepted by more than 2,900 colleges and universities. For over 15 years, REA has helped students pass the CLEP* exam and earn college credit while reducing their tuition costs. Our test prep for CLEP* College Mathematics and the free online tools that come with it, allow you to create a personalized CLEP* study plan that can be customized to fit you: your schedule, your lea

Test-retest reliability and minimal detectable change scores for sit-to-stand-to-sit tests, the six-minute walk test, the one-leg heel-rise test, and handgrip strength in people undergoing hemodialysis.

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Segura-Ortí, Eva; Martínez-Olmos, Francisco José

2011-08-01

Determining the relative and absolute reliability of outcomes of physical performance tests for people undergoing hemodialysis is necessary to discriminate between the true effects of exercise interventions and the inherent variability of this cohort. The aims of this study were to assess the relative reliability of sit-to-stand-to-sit tests (the STS-10, which measures the time [in seconds] required to complete 10 full stands from a sitting position, and the STS-60, which measures the number of repetitions achieved in 60 seconds), the Six-Minute Walk Test (6MWT), the one-leg heel-rise test, and the handgrip strength test and to calculate minimal detectable change (MDC) scores in people undergoing hemodialysis. This study was a prospective, nonexperimental investigation. Thirty-nine people undergoing hemodialysis at 2 clinics in Spain were contacted. Study participants performed the STS-10 (n=37), the STS-60 (n=37), and the 6MWT (n=36). At one of the settings, the participants also performed the one-leg heel-rise test (n=21) and the handgrip strength test (n=12) on both the right and the left sides. Participants attended 2 testing sessions 1 to 2 weeks apart. High intraclass correlation coefficients (≥.88) were found for all tests, suggesting good relative reliability. The MDC scores at 90% confidence intervals were as follows: 8.4 seconds for the STS-10, 4 repetitions for the STS-60, 66.3 m for the 6MWT, 3.4 kg for handgrip strength (force-generating capacity), 3.7 repetitions for the one-leg heel-rise test with the right leg, and 5.2 repetitions for the one-leg heel-rise test with the left leg. Limitations A limited sample of patients was used in this study. The STS-16, STS-60, 6MWT, one-leg heel rise test, and handgrip strength test are reliable outcome measures. The MDC scores at 90% confidence intervals for these tests will help to determine whether a change is due to error or to an intervention.

Toward Developmental Trajectories: A Commentary on "Assessing Measures of Mathematical Knowledge for Teaching"

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Kulikowich, Jonna M.

2007-01-01

Operating from multiple literature bases in cognitive psychology, mathematics education, and theoretical and applied psychometrics, Schilling, Hill and their colleagues provide a systemic approach to studying the validity of scores of mathematical knowledge for teaching. This system encompasses an array of task formats and methodologies. The…

The Construction of Mathematical Literacy Problems for Geometry

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Malasari, P. N.; Herman, T.; Jupri, A.

2017-09-01

The students of junior high school should have mathematical literacy ability to formulate, apply, and interpret mathematics in problem solving of daily life. Teaching these students are not enough by giving them ordinary mathematics problems. Teaching activities for these students brings consequence for teacher to construct mathematical literacy problems. Therefore, the aim of this study is to construct mathematical literacy problems to assess mathematical literacy ability. The steps of this study that consists of analysing, designing, theoretical validation, revising, limited testing to students, and evaluating. The data was collected with written test to 38 students of grade IX at one of state junior high school. Mathematical literacy problems consist of three essays with three indicators and three levels at polyhedron subject. The Indicators are formulating and employing mathematics. The results show that: (1) mathematical literacy problems which are constructed have been valid and practical, (2) mathematical literacy problems have good distinguishing characteristics and adequate distinguishing characteristics, (3) difficulty levels of problems are easy and moderate. The final conclusion is mathematical literacy problems which are constructed can be used to assess mathematical literacy ability.

Rugby versus Soccer in South Africa: Content Familiarity Contributes to Cross-Cultural Differences in Cognitive Test Scores

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Malda, Maike; van de Vijver, Fons J. R.; Temane, Q. Michael

2010-01-01

In this study, cross-cultural differences in cognitive test scores are hypothesized to depend on a test's cultural complexity (Cultural Complexity Hypothesis: CCH), here conceptualized as its content familiarity, rather than on its cognitive complexity (Spearman's Hypothesis: SH). The content familiarity of tests assessing short-term memory,…

Test Review: Reynolds, C. R., Voress, J. V., Kamphaus, R. W. (2015), "Mathematics Fluency and Calculation Tests (MFaCTs) review." PRO-ED

Science.gov (United States)

Marbach, Joshua

2017-01-01

The Mathematics Fluency and Calculation Tests (MFaCTs) are a series of measures designed to assess for arithmetic calculation skills and calculation fluency in children ages 6 through 18. There are five main purposes of the MFaCTs: (1) identifying students who are behind in basic math fact automaticity; (2) evaluating possible delays in arithmetic…

21st Century Mathematics

Science.gov (United States)

Seeley, Cathy

2004-01-01

This article addresses some important issues in mathematics instruction at the middle and secondary levels, including the structuring of a district's mathematics program; the choice of textbooks and use of calculators in the classroom; the need for more rigorous lesson planning practices; and the dangers of teaching to standardized tests rather…

Differences in distribution of T-scores and Z-scores among bone densitometry tests in postmenopausal women (a comparative study)

International Nuclear Information System (INIS)

Wendlova, J.

2002-01-01

To determine the character of T-score and Z-score value distribution in individually selected methods of bone densitometry and to compare them using statistical analysis. We examined 56 postmenopausal women with an age between 43 and 68 years with osteopenia or osteoporosis according to the WHO classification. The following measurements were made in each patient: T-score and Z-score for: 1) Stiffness index (S) of the left heel bone, USM (index). 2) Bone mineral density of the left heel bone (BMDh), DEXA (g of Ca hydroxyapatite per cm 2 ). 3) Bone mineral density of trabecular bone of the L1 vertebra (BMDL1). QCT (mg of Ca hydroxyapatite per cm 3 ). The densitometers used in the study were: ultrasonometer to measure heel bone, Achilles plus LUNAR, USA: DEXA to measure heel bone, PIXl, LUNAR, USA: QCT to measure the L1 vertebra, CT, SOMATOM Plus, Siemens, Germany. Statistical analysis: differences between measured values of T-scores (Z-scores) were evaluated by parametric or non-parametric methods of determining the 95 % confidence intervals (C.I.). Differences between Z-score and T-score values for compared measurements were statistically significant; however, these differences were lower for Z-scores. Largest differences in 95 % C.I., characterizing individual measurements of T-score values (in comparison with Z-scores), were found for those densitometers whose age range of the reference groups of young adults differed the most, and conversely, the smallest differences in T-score values were found when the differences between the age ranges of reference groups were smallest. The higher variation in T-score values in comparison to Z-scores is also caused by a non-standard selection of the reference groups of young adults for the QCT, PIXI and Achilles Plus densitometers used in the study. Age characteristics of the reference group for T-scores should be standardized for all types of densitometers. (author)