Dual process theory and intermediate effect: are faculty and residents' performance on multiple-choice, licensing exam questions different?

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Dong, Ting; Durning, Steven J; Artino, Anthony R; van der Vleuten, Cees; Holmboe, Eric; Lipner, Rebecca; Schuwirth, Lambert

2015-04-01

Clinical reasoning is essential for the practice of medicine. Dual process theory conceptualizes reasoning as falling into two general categories: nonanalytic reasoning (pattern recognition) and analytic reasoning (active comparing and contrasting of alternatives). The debate continues regarding how expert performance develops and how individuals make the best use of analytic and nonanalytic processes. Several investigators have identified the unexpected finding that intermediates tend to perform better on licensing examination items than experts, which has been termed the "intermediate effect." We explored differences between faculty and residents on multiple-choice questions (MCQs) using dual process measures (both reading and answering times) to inform this ongoing debate. Faculty (board-certified internists; experts) and residents (internal medicine interns; intermediates) answered live licensing examination MCQs (U.S. Medical Licensing Examination Step 2 Clinical Knowledge and American Board of Internal Medicine Certifying Examination) while being timed. We conducted repeated analysis of variance to compare the 2 groups on average reading time, answering time, and accuracy on various types of items. Faculty and residents did not differ significantly in reading time [F (1,35) = 0.01, p = 0.93], answering time [F (1,35) = 0.60, p = 0.44], or accuracy [F (1,35) = 0.24, p = 0.63] regardless of easy or hard items. Dual process theory was not evidenced in this study. However, this lack of difference between faculty and residents may have been affected by the small sample size of participants and MCQs may not reflect how physicians made decisions in actual practice setting. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

Comparison between Two Assessment Methods; Modified Essay Questions and Multiple Choice Questions

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Assadi S.N.* MD

2015-09-01

Full Text Available Aims Using the best assessment methods is an important factor in educational development of health students. Modified essay questions and multiple choice questions are two prevalent methods of assessing the students. The aim of this study was to compare two methods of modified essay questions and multiple choice questions in occupational health engineering and work laws courses. Materials & Methods This semi-experimental study was performed during 2013 to 2014 on occupational health students of Mashhad University of Medical Sciences. The class of occupational health and work laws course in 2013 was considered as group A and the class of 2014 as group B. Each group had 50 students.The group A students were assessed by modified essay questions method and the group B by multiple choice questions method.Data were analyzed in SPSS 16 software by paired T test and odd’s ratio. Findings The mean grade of occupational health and work laws course was 18.68±0.91 in group A (modified essay questions and was 18.78±0.86 in group B (multiple choice questions which was not significantly different (t=-0.41; p=0.684. The mean grade of chemical chapter (p<0.001 in occupational health engineering and harmful work law (p<0.001 and other (p=0.015 chapters in work laws were significantly different between two groups. Conclusion Modified essay questions and multiple choice questions methods have nearly the same student assessing value for the occupational health engineering and work laws course.

Can Free-Response Questions Be Approximated by Multiple-Choice Equivalents?

OpenAIRE

Lin, Shih-Yin; Singh, Chandralekha

2016-01-01

We discuss a study to evaluate the extent to which free-response questions can be approximated by multiple-choice equivalents. Two carefully designed research-based multiple-choice questions were transformed into a free-response format and administered on the final exam in a calculus-based introductory physics course. The original multiple-choice questions were administered in another, similar introductory physics course on the final exam. Our findings suggest that carefully designed multiple...

Will a Short Training Session Improve Multiple-Choice Item-Writing Quality by Dental School Faculty? A Pilot Study.

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Dellinges, Mark A; Curtis, Donald A

2017-08-01

Faculty members are expected to write high-quality multiple-choice questions (MCQs) in order to accurately assess dental students' achievement. However, most dental school faculty members are not trained to write MCQs. Extensive faculty development programs have been used to help educators write better test items. The aim of this pilot study was to determine if a short workshop would result in improved MCQ item-writing by dental school faculty at one U.S. dental school. A total of 24 dental school faculty members who had previously written MCQs were randomized into a no-intervention group and an intervention group in 2015. Six previously written MCQs were randomly selected from each of the faculty members and given an item quality score. The intervention group participated in a training session of one-hour duration that focused on reviewing standard item-writing guidelines to improve in-house MCQs. The no-intervention group did not receive any training but did receive encouragement and an explanation of why good MCQ writing was important. The faculty members were then asked to revise their previously written questions, and these were given an item quality score. The item quality scores for each faculty member were averaged, and the difference from pre-training to post-training scores was evaluated. The results showed a significant difference between pre-training and post-training MCQ difference scores for the intervention group (p=0.04). This pilot study provides evidence that the training session of short duration was effective in improving the quality of in-house MCQs.

Comparison of performance on multiple-choice questions and open-ended questions in an introductory astronomy laboratory

OpenAIRE

Michelle M. Wooten; Adrienne M. Cool; Edward E. Prather; Kimberly D. Tanner

2014-01-01

When considering the variety of questions that can be used to measure students’ learning, instructors may choose to use multiple-choice questions, which are easier to score than responses to open-ended questions. However, by design, analyses of multiple-choice responses cannot describe all of students’ understanding. One method that can be used to learn more about students’ learning is the analysis of the open-ended responses students’ provide when explaining their multiple-choice response. I...

Using Multiple-Choice Questions to Evaluate In-Depth Learning of Economics

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Buckles, Stephen; Siegfried, John J.

2006-01-01

Multiple-choice questions are the basis of a significant portion of assessment in introductory economics courses. However, these questions, as found in course assessments, test banks, and textbooks, often fail to evaluate students' abilities to use and apply economic analysis. The authors conclude that multiple-choice questions can be used to…

[Continuing medical education: how to write multiple choice questions].

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Soler Fernández, R; Méndez Díaz, C; Rodríguez García, E

2013-06-01

Evaluating professional competence in medicine is a difficult but indispensable task because it makes it possible to evaluate, at different times and from different perspectives, the extent to which the knowledge, skills, and values required for exercising the profession have been acquired. Tests based on multiple choice questions have been and continue to be among the most useful tools for objectively evaluating learning in medicine. When these tests are well designed and correctly used, they can stimulate learning and even measure higher cognitive skills. Designing a multiple choice test is a difficult task that requires knowledge of the material to be tested and of the methodology of test preparation as well as time to prepare the test. The aim of this article is to review what can be evaluated through multiple choice tests, the rules and guidelines that should be taken into account when writing multiple choice questions, the different formats that can be used, the most common errors in elaborating multiple choice tests, and how to analyze the results of the test to verify its quality. Copyright © 2012 SERAM. Published by Elsevier Espana. All rights reserved.

Comparison of Performance on Multiple-Choice Questions and Open-Ended Questions in an Introductory Astronomy Laboratory

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Wooten, Michelle M.; Cool, Adrienne M.; Prather, Edward E.; Tanner, Kimberly D.

2014-01-01

When considering the variety of questions that can be used to measure students' learning, instructors may choose to use multiple-choice questions, which are easier to score than responses to open-ended questions. However, by design, analyses of multiple-choice responses cannot describe all of students' understanding. One method that can…

Comedy workshop: an enjoyable way to develop multiple-choice questions.

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Droegemueller, William; Gant, Norman; Brekken, Alvin; Webb, Lynn

2005-01-01

To describe an innovative method of developing multiple-choice items for a board certification examination. The development of appropriate multiple-choice items is definitely more of an art, rather than a science. The comedy workshop format for developing questions for a certification examination is similar to the process used by comedy writers composing scripts for television shows. This group format dramatically diminishes the frustrations faced by an individual question writer attempting to create items. The vast majority of our comedy workshop participants enjoy and prefer the comedy workshop format. It provides an ideal environment in which to teach and blend the talents of inexperienced and experienced question writers. This is a descriptive article, in which we suggest an innovative process in the art of creating multiple-choice items for a high-stakes examination.

The influence of question design on the response to self-assessment in www.elearnSCI.org: a submodule pilot study.

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Liu, N; Li, X-W; Zhou, M-W; Biering-Sørensen, F

2015-08-01

This is an interventional training session. The objective of this study was to investigate the difference in response to self-assessment questions in the original and an adjusted version for a submodule of www.elearnSCI.org for student nurses. The study was conducted in a teaching hospital affiliated to Peking University, China. In all, 28 student nurses divided into two groups (groups A and B; 14 in each) received a print-out of a Chinese translation of the slides from the 'Maintaining skin integrity following spinal cord injury' submodule in www.elearnSCI.org for self-study. Both groups were then tested using the 10 self-assessment multiple-choice questions (MCQs) related to the same submodule. Group A used the original questions, whereas group B received an adjusted questionnaire. The responses to four conventional single-answer MCQs were nearly all correct in both groups. However, in three questions, group A, with the option 'All of the above', had a higher number of correct answers than group B, with multiple-answer MCQs. In addition, in another three questions, group A, using the original multiple-answer MCQs, had fewer correct answers than group B, where it was only necessary to tick a single incorrect answer. Variations in design influence the response to questions. The use of conventional single-answer MCQs should be reconsidered, as they only examine the recall of isolated knowledge facts. The 'All of the above' option should be avoided because it would increase the number of correct answers arrived at by guessing. When using multiple-answer MCQs, it is recommended that the questions asked should be in accordance with the content within the www.elearnSCI.org.

Learning Physics Teaching through Collaborative Design of Conceptual Multiple-Choice Questions

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Milner-Bolotin, Marina

2015-01-01

Increasing student engagement through Electronic Response Systems (clickers) has been widely researched. Its success largely depends on the quality of multiple-choice questions used by instructors. This paper describes a pilot project that focused on the implementation of online collaborative multiple-choice question repository, PeerWise, in a…

Multiple choice questions in electronics and electrical engineering

CERN Document Server

DAVIES, T J

2013-01-01

A unique compendium of over 2000 multiple choice questions for students of electronics and electrical engineering. This book is designed for the following City and Guilds courses: 2010, 2240, 2320, 2360. It can also be used as a resource for practice questions for any vocational course.

Development of a competency-based formative progress test with student-generated MCQs: Results from a multi-centre pilot study

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Wagener, Stefan

2015-10-01

Full Text Available Introduction: Progress tests provide students feedback on their level of proficiency over the course of their medical studies. Peer-assisted learning and competency-based education have become increasingly important in medical education. Although progress tests have been proven to be useful as a longitudinal feedback instrument, there are currently no progress tests that have been created in cooperation with students or that focus on competency in medical education.In this study, we investigated the extent to which students can be included in the development of a progress test and demonstrated that aspects of knowledge related to competency can be represented on a competency-based progress test.Methods: A two-dimensional blueprint for 144 multiple-choice questions (MCQs covering groups of medical subjects and groups of competency areas was generated by three expert groups for developing the competency-based progress test. A total of 31 students from seven medical schools in Germany actively participated in this exercise. After completing an intensive and comprehensive training programme, the students generated and reviewed the test questions for the competency-based progress test using a separate platform of the ItemManagementSystem (IMS. This test was administered as a formative test to 469 students in a pilot study in November 2013 at eight medical schools in Germany. The scores were analysed for the overall test and differentiated according to the subject groups and competency areas.Results: A pool of more than 200 MCQs was compiled by the students for pilot use, of which 118 student-generated MCQs were used in the progress test. University instructors supplemented this pool with 26 MCQs, which primarily addressed the area of scientific skills. The post-review showed that student-generated MCQs were of high quality with regard to test statistic criteria and content. Overall, the progress test displayed a very high reliability. When the

Gruppenleistungen beim Review von Multiple-Choice-Fragen - Ein Vergleich von face-to-face und virtuellen Gruppen mit und ohne Moderation [Review of multiple-choice-questions and group performance - A comparison of face-to-face and virtual groups with and without facilitation

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Schüttpelz-Brauns, Katrin

2010-11-01

Full Text Available [english] Background: Multiple choice questions (MCQs are often used in exams of medical education and need careful quality management for example by the application of review committees. This study investigates whether groups communicating virtually by email are similar to face-to-face groups concerning their review process performance and whether a facilitator has positive effects.Methods: 16 small groups of students were examined, which had to evaluate and correct MCQs under four different conditions. In the second part of the investigation the changed questions were given to a new random sample for the judgement of the item quality.Results: There was no significant influence of the variables “form of review committee” and “facilitation”. However, face-to-face and virtual groups clearly differed in the required treatment times. The test condition “face to face without facilitation” was generally valued most positively concerning taking over responsibility, approach to work, sense of well-being, motivation and concentration on the task.Discussion: Face-to-face and virtual groups are equally effective in the review of MCQs but differ concerning their efficiency. The application of electronic review seems to be possible but is hardly recommendable because of the long process time and technical problems.[german] Einleitung: Multiple-Choice-Fragen (MCF werden in vielen Prüfungen der medizinischen Ausbildung verwendet und bedürfen aus diesem Grund einer sorgfältigen Qualitätssicherung, beispielsweise durch den Einsatz von Review-Komitees. Anhand der vorliegenden empirischen Studie soll erforscht werden, ob virtuell per E-Mail kommunizierende Review-Komitees vergleichbar sind mit face-to-face Review-Komitees hinsichtlich ihrer Leistung beim Review-Prozess und ob sich Moderation positiv auswirkt.Methodik: 16 Kleingruppen von Psychologie-Studenten hatten die Aufgabe unter vier verschiedenen Versuchsbedingungen MCF zu bewerten und zu

Graded Multiple Choice Questions: Rewarding Understanding and Preventing Plagiarism

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Denyer, G. S.; Hancock, D.

2002-08-01

This paper describes an easily implemented method that allows the generation and analysis of graded multiple-choice examinations. The technique, which uses standard functions in user-end software (Microsoft Excel 5+), can also produce several different versions of an examination that can be employed to prevent the reward of plagarism. The manuscript also discusses the advantages of having a graded marking system for the elimination of ambiguities, use in multi-step calculation questions, and questions that require extrapolation or reasoning. The advantages of the scrambling strategy, which maintains the same question order, is discussed with reference to student equity. The system provides a non-confrontational mechanism for dealing with cheating in large-class multiple-choice examinations, as well as providing a reward for problem solving over surface learning.

Distance teaching using self-marking multiple choice questions.

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Poore, P

1987-01-01

In Papua New Guinea health extension officers receive a 3-year course of training in college, followed by a period of in-service training in hospital. They are then posted to a health center, where they are in charge of all health services within their district. While the health extension officers received an excellent basic training, and were provided with books and appropriate, locally produced texts, they often spent months or even years after graduation in remote rural health centers with little communication from colleagues. This paper describes an attempt to improve communication, and to provide support inexpensively by post. Multiple choice questions, with a system for self-marking, were sent by post to rural health workers. Multiple choice questions are used in the education system in Papua New Guinea, and all health extension officers are familiar with the technique. The most obvious and immediate result was the great enthusiasm shown by the majority of health staff involved. In this way a useful exchange of correspondence was established. With this exchange of information and recognition of each other's problems, the quality of patient care must improve.

A Two-Tier Multiple Choice Questions to Diagnose Thermodynamic Misconception of Thai and Laos Students

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Kamcharean, Chanwit; Wattanakasiwich, Pornrat

The objective of this study was to diagnose misconceptions of Thai and Lao students in thermodynamics by using a two-tier multiple-choice test. Two-tier multiple choice questions consist of the first tier, a content-based question and the second tier, a reasoning-based question. Data of student understanding was collected by using 10 two-tier multiple-choice questions. Thai participants were the first-year students (N = 57) taking a fundamental physics course at Chiang Mai University in 2012. Lao participants were high school students in Grade 11 (N = 57) and Grade 12 (N = 83) at Muengnern high school in Xayaboury province, Lao PDR. As results, most students answered content-tier questions correctly but chose incorrect answers for reason-tier questions. When further investigating their incorrect reasons, we found similar misconceptions as reported in previous studies such as incorrectly relating pressure with temperature when presenting with multiple variables.

The Answering Process for Multiple-Choice Questions in Collaborative Learning: A Mathematical Learning Model Analysis

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Nakamura, Yasuyuki; Nishi, Shinnosuke; Muramatsu, Yuta; Yasutake, Koichi; Yamakawa, Osamu; Tagawa, Takahiro

2014-01-01

In this paper, we introduce a mathematical model for collaborative learning and the answering process for multiple-choice questions. The collaborative learning model is inspired by the Ising spin model and the model for answering multiple-choice questions is based on their difficulty level. An intensive simulation study predicts the possibility of…

Practical Usage of Multiple-Choice Questions as Part of Learning and Self-Evaluation

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Paula Kangasniemi

2016-12-01

Full Text Available The poster describes how the multiple-choice questions could be a part of learning, not only assessing. We often think of the role of questions only in order to test the student's skills. We have tested how questions could be a part of learning in our web-based course of information retrieval in Lapland University. In web-based learning there is a need for high-quality mediators. Mediators are learning promoters which trigger, support, and amplify learning. Mediators can be human mediators or tool mediators. The tool mediators are for example; tests, tutorials, guides and diaries. The multiple-choice questions can also be learning promoters which select, interpret and amplify objects for learning. What do you have to take into account when you are preparing multiple-choice questions as mediators? First you have to prioritize teaching objectives: what must be known and what should be known. According to our experience with contact learning, you can assess what the things are that students have problems with and need more guidance on. The most important addition to the questions is feedback during practice. The questions’ answers (wrong or right are not important. The feedback on the answers are important to guide students on how to search. The questions promote students’ self-regulation and self-evaluation. Feedback can be verbal, a screenshot or a video. We have added a verbal feedback for every question and also some screenshots and eight videos in our web-based course.

Psychometrics of Multiple Choice Questions with Non-Functioning Distracters: Implications to Medical Education.

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Deepak, Kishore K; Al-Umran, Khalid Umran; AI-Sheikh, Mona H; Dkoli, B V; Al-Rubaish, Abdullah

2015-01-01

The functionality of distracters in a multiple choice question plays a very important role. We examined the frequency and impact of functioning and non-functioning distracters on psychometric properties of 5-option items in clinical disciplines. We analyzed item statistics of 1115 multiple choice questions from 15 summative assessments of undergraduate medical students and classified the items into five groups by their number of non-functioning distracters. We analyzed the effect of varying degree of non-functionality ranging from 0 to 4, on test reliability, difficulty index, discrimination index and point biserial correlation. The non-functionality of distracters inversely affected the test reliability and quality of items in a predictable manner. The non-functioning distracters made the items easier and lowered the discrimination index significantly. Three non-functional distracters in a 5-option MCQ significantly affected all psychometric properties (p psychometrically as effective as 5-option items. Our study reveals that a multiple choice question with 3 functional options provides lower most limit of item format that has adequate psychometric property. The test containing items with less number of functioning options have significantly lower reliability. The distracter function analysis and revision of nonfunctioning distracters can serve as important methods to improve the psychometrics and reliability of assessment.

The Use of Management and Marketing Textbook Multiple-Choice Questions: A Case Study.

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Hampton, David R.; And Others

1993-01-01

Four management and four marketing professors classified multiple-choice questions in four widely adopted introductory textbooks according to the two levels of Bloom's taxonomy of educational objectives: knowledge and intellectual ability and skill. Inaccuracies may cause instructors to select questions that require less thinking than they intend.…

Climbing Bloom's taxonomy pyramid: Lessons from a graduate histology course.

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Zaidi, Nikki B; Hwang, Charles; Scott, Sara; Stallard, Stefanie; Purkiss, Joel; Hortsch, Michael

2017-09-01

Bloom's taxonomy was adopted to create a subject-specific scoring tool for histology multiple-choice questions (MCQs). This Bloom's Taxonomy Histology Tool (BTHT) was used to analyze teacher- and student-generated quiz and examination questions from a graduate level histology course. Multiple-choice questions using histological images were generally assigned a higher BTHT level than simple text questions. The type of microscopy technique (light or electron microscopy) used for these image-based questions did not result in any significant differences in their Bloom's taxonomy scores. The BTHT levels for teacher-generated MCQs correlated positively with higher discrimination indices and inversely with the percent of students answering these questions correctly (difficulty index), suggesting that higher-level Bloom's taxonomy questions differentiate well between higher- and lower-performing students. When examining BTHT scores for MCQs that were written by students in a Multiple-Choice Item Development Assignment (MCIDA) there was no significant correlation between these scores and the students' ability to answer teacher-generated MCQs. This suggests that the ability to answer histology MCQs relies on a different skill set than the aptitude to construct higher-level Bloom's taxonomy questions. However, students significantly improved their average BTHT scores from the midterm to the final MCIDA task, which indicates that practice, experience and feedback increased their MCQ writing proficiency. Anat Sci Educ 10: 456-464. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Augmenting Fellow Education Through Spaced Multiple-Choice Questions.

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Barsoumian, Alice E; Yun, Heather C

2018-01-01

The San Antonio Uniformed Services Health Education Consortium Infectious Disease Fellowship program historically included a monthly short-answer and multiple-choice quiz. The intent was to ensure medical knowledge in relevant content areas that may not be addressed through clinical rotations, such as operationally relevant infectious disease. After completion, it was discussed in a small group with faculty. Over time, faculty noted increasing dissatisfaction with the activity. Spaced interval education is useful in retention of medical knowledge and skills by medical students and residents. Its use in infectious disease fellow education has not been described. To improve the quiz experience, we assessed the introduction of spaced education curriculum in our program. A pre-intervention survey was distributed to assess the monthly quiz with Likert scale and open-ended questions. A multiple-choice question spaced education curriculum was created using the Qstream(R) platform in 2011. Faculty development on question writing was conducted. Two questions were delivered every 2 d. Incorrectly and correctly answered questions were repeated after 7 and 13 d, respectively. Questions needed to be answered correctly twice to be retired. Fellow satisfaction was assessed at semi-annual fellowship reviews over 5 yr and by a one-time repeat survey. Pre-intervention survey of six fellows indicated dissatisfaction with the time commitment of the monthly quiz (median Likert score of 2, mean 6.5 h to complete), neutral in perceived utility, but satisfaction with knowledge retention (Likert score 4). Eighteen fellows over 5 yr participated in the spaced education curriculum. Three quizzes with 20, 39, and 48 questions were designed. Seventeen percentage of questions addressed operationally relevant topics. Fifty-nine percentage of questions were answered correctly on first attempt, improving to 93% correct answer rate at the end of the analysis. Questions were attempted 2,999 times

The Relationship of Deep and Surface Study Approaches on Factual and Applied Test-Bank Multiple-Choice Question Performance

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Yonker, Julie E.

2011-01-01

With the advent of online test banks and large introductory classes, instructors have often turned to textbook publisher-generated multiple-choice question (MCQ) exams in their courses. Multiple-choice questions are often divided into categories of factual or applied, thereby implicating levels of cognitive processing. This investigation examined…

Use of flawed multiple-choice items by the New England Journal of Medicine for continuing medical education.

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Stagnaro-Green, Alex S; Downing, Steven M

2006-09-01

Physicians in the United States are required to complete a minimum number of continuing medical education (CME) credits annually. The goal of CME is to ensure that physicians maintain their knowledge and skills throughout their medical career. The New England Journal of Medicine (NEJM) provides its readers with the opportunity to obtain weekly CME credits. Deviation from established item-writing principles may result in a decrease in validity evidence for tests. This study evaluated the quality of 40 NEJM MCQs using the standard evidence-based principles of effective item writing. Each multiple-choice item reviewed had at least three item flaws, with a mean of 5.1 and a range of 3 to 7. The results of this study demonstrate that the NEJM uses flawed MCQs in its weekly CME program.

[A factor analysis method for contingency table data with unlimited multiple choice questions].

Science.gov (United States)

Toyoda, Hideki; Haiden, Reina; Kubo, Saori; Ikehara, Kazuya; Isobe, Yurie

2016-02-01

The purpose of this study is to propose a method of factor analysis for analyzing contingency tables developed from the data of unlimited multiple-choice questions. This method assumes that the element of each cell of the contingency table has a binominal distribution and a factor analysis model is applied to the logit of the selection probability. Scree plot and WAIC are used to decide the number of factors, and the standardized residual, the standardized difference between the sample, and the proportion ratio, is used to select items. The proposed method was applied to real product impression research data on advertised chips and energy drinks. Since the results of the analysis showed that this method could be used in conjunction with conventional factor analysis model, and extracted factors were fully interpretable, and suggests the usefulness of the proposed method in the study of psychology using unlimited multiple-choice questions.

The process of developing a rubric to assess the cognitive complexity of student-generated multiple choice questions in medical education

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Rebecca Grainger

2018-05-01

Full Text Available Cognitively complex assessments encourage students to prepare using deep learning strategies rather than surface learning, recall-based ones. In order to prepare such assessment tasks, it is necessary to have some way of measuring cognitive complexity. In the context of a student-generated MCQ writing task, we developed a rubric for assessing the cognitive complexity of MCQs based on Bloom’s taxonomy. We simplified the six-level taxonomy into a three-level rubric. Three rounds of moderation and rubric development were conducted, in which 10, 15 and 100 randomly selected student-generated MCQs were independently rated by three academic staff. After each round of marking, inter-rater reliability was calculated, qualitative analysis of areas of agreement and disagreement was conducted, and the markers discussed the cognitive processes required to answer the MCQs. Inter-rater reliability, defined by the intra-class correlation coefficient, increased from 0.63 to 0.94, indicating the markers rated the MCQs consistently. The three-level rubric was found to be effective for evaluating the cognitive complexity of MCQs generated by medical students.

Climbing Bloom's Taxonomy Pyramid: Lessons from a Graduate Histology Course

Science.gov (United States)

Zaidi, Nikki B.; Hwang, Charles; Scott, Sara; Stallard, Stefanie; Purkiss, Joel; Hortsch, Michael

2017-01-01

Bloom's taxonomy was adopted to create a subject-specific scoring tool for histology multiple-choice questions (MCQs). This Bloom's Taxonomy Histology Tool (BTHT) was used to analyze teacher- and student-generated quiz and examination questions from a graduate level histology course. Multiple-choice questions using histological images were…

Automatic Generation System of Multiple-Choice Cloze Questions and its Evaluation

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Takuya Goto

2010-09-01

Full Text Available Since English expressions vary according to the genres, it is important for students to study questions that are generated from sentences of the target genre. Although various questions are prepared, it is still not enough to satisfy various genres which students want to learn. On the other hand, when producing English questions, sufficient grammatical knowledge and vocabulary are needed, so it is difficult for non-expert to prepare English questions by themselves. In this paper, we propose an automatic generation system of multiple-choice cloze questions from English texts. Empirical knowledge is necessary to produce appropriate questions, so machine learning is introduced to acquire knowledge from existing questions. To generate the questions from texts automatically, the system (1 extracts appropriate sentences for questions from texts based on Preference Learning, (2 estimates a blank part based on Conditional Random Field, and (3 generates distracters based on statistical patterns of existing questions. Experimental results show our method is workable for selecting appropriate sentences and blank part. Moreover, our method is appropriate to generate the available distracters, especially for the sentence that does not contain the proper noun.

An Online National Archive of Multiple-Choice Questions for Astro 101 and the Development of the Question Complexity Rubric

Science.gov (United States)

Cormier, S.; Prather, E.; Brissenden, G.

2011-09-01

We are developing a national archive of multiple-choice questions for use in the Astronomy 101 classroom. These questions are intended to supplement an instructor's implementation of Think-Pair-Share or for their assessment purposes (i.e., exams and homework). We are also developing the Question Complexity Rubric (QCR) to guide members of the Astro 101 teaching and learning community in assisting us with hierarchically ranking questions in this archive based on their conceptual complexity. Using the QCR, a score is assigned to differentiate each question based on the cognitive steps necessary to comprehensively explain the reasoning pathway to the correct answer. The lowest QCR score is given to questions with a reasoning pathway requiring only declarative knowledge. The highest QCR score is given to questions with a reasoning pathway that requires multiple connected cognitive steps. When completed, the online question archive will provide users with the utility to 1) use the QCR to score questions 2) search for and download questions based on topic and/or QCR score, and 3) add their own questions to the archive. Stop by our poster to test your skills at determining question complexity by trying out the QCR with our sample questions.

Making the Most of Multiple Choice

Science.gov (United States)

Brookhart, Susan M.

2015-01-01

Multiple-choice questions draw criticism because many people perceive they test only recall or atomistic, surface-level objectives and do not require students to think. Although this can be the case, it does not have to be that way. Susan M. Brookhart suggests that multiple-choice questions are a useful part of any teacher's questioning repertoire…

Formulation of multiple choice questions as a revision exercise at the end of a teaching module in biochemistry.

Science.gov (United States)

Bobby, Zachariah; Radhika, M R; Nandeesha, H; Balasubramanian, A; Prerna, Singh; Archana, Nimesh; Thippeswamy, D N

2012-01-01

The graduate medical students often get less opportunity for clarifying their doubts and to reinforce their concepts after lecture classes. Assessment of the effect of MCQ preparation by graduate medical students as a revision exercise on the topic "Mineral metabolism." At the end of regular teaching module on the topic "Mineral metabolism," graduate medical students were asked to prepare the stems of 15 MCQs based on the four discriminators given for each. They were told that one of the discriminators could be the answer for the MCQ and the remaining three could be the distracters. They were further guided in their task by providing few key word(s) in the stem of the expected MCQ. In the first phase of the exercise, the students attempted the MCQ preparation individually without peer consultation. In the second phase, the students participated in small group discussion to formulate the best MCQs of the group. The effects on low, medium, and high achievers were evaluated by pre and post-tests with the same set of MCQs. Both the individual endeavor in Phase 1 and small group discussion in Phase 2 for the formulation of MCQs significantly contributed to the gain from the exercise. The gains from the individual task and from small group discussion were equal among the different categories of students. Both phases of the exercise were equally beneficial for the low, medium, and high achievers. The high and medium achievers retained the gain from the exercise even after 1 week of the exercise whereas the low achievers could not retain the gain completely. Formulation of MCQs is an effective and useful unconventional revision exercise in Biochemistry for graduate medical students. Copyright © 2012 Wiley Periodicals, Inc.

Supporting Students' Learning: The Use of Formative Online Assessments

Science.gov (United States)

Einig, Sandra

2013-01-01

This paper investigates the impact of online multiple choice questions (MCQs) on students' learning in an undergraduate Accounting module at a British university. The impact is considered from three perspectives: an analysis of how students use the MCQs; students' perceptions expressed in a questionnaire survey; and an investigation of the…

The Question Complexity Rubric: Development and Application for a National Archive of Astro 101 Multiple-Choice Questions

Science.gov (United States)

Cormier, Sebastien; Prather, E. E.; Brissenden, G.; Collaboration of Astronomy Teaching Scholars CATS

2011-01-01

For the last two years we have been developing an online national archive of multiple-choice questions for use in the Astro 101 classroom. These questions are intended to either supplement an instructor's implementation of Think-Pair-Share or be used for assessment purposes (i.e. exams and homework). In this talk we will describe the development, testing and implementation of the Question Complexity Rubric (QCR), which is designed to guide the ranking of questions in this archive based on their conceptual complexity. Using the QCR, a score is assigned to differentiate each question based on the cognitive steps necessary to comprehensively explain the reasoning pathway to the correct answer. The lowest QCR score is given to questions with a reasoning pathway requiring only declarative knowledge whereas the highest QCR score is given to questions that require multiple pathways of multi-step reasoning. When completed, the online question archive will provide users with the utility to 1) search for and download questions based on subject and average QCR score, 2) use the QCR to score questions, and 3) add their own questions to the archive. We will also discuss other potential applications of the QCR, such as how it informs our work in developing and testing of survey instruments by allowing us to calibrate the range of question complexity. This material is based upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

The impact of two multiple-choice question formats on the problem-solving strategies used by novices and experts.

Science.gov (United States)

Coderre, Sylvain P; Harasym, Peter; Mandin, Henry; Fick, Gordon

2004-11-05

Pencil-and-paper examination formats, and specifically the standard, five-option multiple-choice question, have often been questioned as a means for assessing higher-order clinical reasoning or problem solving. This study firstly investigated whether two paper formats with differing number of alternatives (standard five-option and extended-matching questions) can test problem-solving abilities. Secondly, the impact of the alternatives number on psychometrics and problem-solving strategies was examined. Think-aloud protocols were collected to determine the problem-solving strategy used by experts and non-experts in answering Gastroenterology questions, across the two pencil-and-paper formats. The two formats demonstrated equal ability in testing problem-solving abilities, while the number of alternatives did not significantly impact psychometrics or problem-solving strategies utilized. These results support the notion that well-constructed multiple-choice questions can in fact test higher order clinical reasoning. Furthermore, it can be concluded that in testing clinical reasoning, the question stem, or content, remains more important than the number of alternatives.

Education and Assessment of Pharmacists on the Use of the Drug Burden Index in Older Adults Using a Continuing Professional Development Education Method.

Science.gov (United States)

Kouladjian, Lisa; Chen, Timothy F; Gnjidic, Danijela; Hilmer, Sarah N

2016-05-25

Objective. To educate pharmacists and assess their knowledge of and ability to calculate the Drug Burden Index (DBI) using a continuing professional development (CPD) intervention. Methods. The intervention included designing education surrounding the DBI and its application in practice and assessing knowledge in the form of a CPD education article with four multiple-choice questions (MCQs). Deidentified demographic data on participants were collected. Results. Multiple-choice questions were completed by 2522 pharmacist participants: 97.9% of participants successfully completed the CPD assessment (answered three or four MCQs correctly), and 76.5% of participants achieved a perfect score (answered four MCQs correctly). The question that required calculation of the DBI for a fictional patient was answered correctly least often (81.8%). Conclusion. Pharmacist participants had good knowledge of using DBI in practice; difficulty was observed in calculating the DBI for a hypothetical patient. This CPD intervention provided a practical medium for educating and assessing pharmacists' knowledge of the DBI.

USE OF MULTIPLE RESPONSE QUESTIONS (MRQS DURING LECTURE SESSIONS AS A TOOL TO ENHANCE LEARNING

Directory of Open Access Journals (Sweden)

Rosh

2015-12-01

Full Text Available INTRODUCTION Lecture classes are time tested solid method of teaching and have lot of advantages and few disadvantages. The main drawback is its unidirectional monotonous nature and many a time students fail to concentrate and understand especially when the sessions are long, and from the students’ point of view, many are boring too. Lecture sessions are still continued because of its various advantages. There are many methods tried to improve efficacy and effectiveness of lecture sessions including reinforcement, questions and discussions. There are many studies incorporating multiple choice questions (MCQs in lecture sessions for this purpose, with positive results. These sessions evoke creative thinking and enhance learning. For this purpose MCQs are to be prepared with care considering the areas to be covered. In order to make lecture classes more impressive, interesting and effective, we tried introducing a short multiple response session in between, along with some rewards for correct responses in terms of study materials. AIMS AND OBJECTIVES To study the impact of incorporation of MRQs during theory sessions to enhance the efficacy of teaching- learning process MATERIAL AND METHODS Study was conducted in a private medical college in Calicut. We surveyed 169 MBBS students initially with questionnaire covering various aspects of a lecture classes in general. For the next 6 months we incorporated MRQs in routine theory classes. Survey was then conducted again on the same group using same questionnaire and the results were compared. Scores were given according to performance, a maximum of 5 per question. RESULTS After 6 months the data showed substantial improvement in the understanding pattern of students. The average score regarding the usefulness increased from 3.57 to 3.91. After the intervention a substantial number agreed that the sessions have become more interesting, the score changed from 2.99 to 3.87. This also increased the

Does Correct Answer Distribution Influence Student Choices When Writing Multiple Choice Examinations?

Directory of Open Access Journals (Sweden)

Jacqueline A. Carnegie

2017-03-01

Full Text Available Summative evaluation for large classes of first- and second-year undergraduate courses often involves the use of multiple choice question (MCQ exams in order to provide timely feedback. Several versions of those exams are often prepared via computer-based question scrambling in an effort to deter cheating. An important parameter to consider when preparing multiple exam versions is that they must be equivalent in their assessment of student knowledge. This project investigated a possible influence of correct answer organization on student answer selection when writing multiple versions of MCQ exams. The specific question asked was whether the existence of a series of four to five consecutive MCQs in which the same letter represented the correct answer had a detrimental influence on a student’s ability to continue to select the correct answer as he/she moved through that series. Student outcomes from such exams were compared with results from exams with identical questions but which did not contain such series. These findings were supplemented by student survey data in which students self-assessed the extent to which they paid attention to the distribution of correct answer choices when writing summative exams, both during their initial answer selection and when transferring their answer letters to the Scantron sheet for correction. Despite the fact that more than half of survey respondents indicated that they do make note of answer patterning during exams and that a series of four to five questions with the same letter for the correct answer would encourage many of them to take a second look at their answer choice, the results pertaining to student outcomes suggest that MCQ randomization, even when it does result in short serial arrays of letter-specific correct answers, does not constitute a distraction capable of adversely influencing student performance. Dans les très grandes classes de cours de première et deuxième années, l�

Optimizing multiple-choice tests as tools for learning.

Science.gov (United States)

Little, Jeri L; Bjork, Elizabeth Ligon

2015-01-01

Answering multiple-choice questions with competitive alternatives can enhance performance on a later test, not only on questions about the information previously tested, but also on questions about related information not previously tested-in particular, on questions about information pertaining to the previously incorrect alternatives. In the present research, we assessed a possible explanation for this pattern: When multiple-choice questions contain competitive incorrect alternatives, test-takers are led to retrieve previously studied information pertaining to all of the alternatives in order to discriminate among them and select an answer, with such processing strengthening later access to information associated with both the correct and incorrect alternatives. Supporting this hypothesis, we found enhanced performance on a later cued-recall test for previously nontested questions when their answers had previously appeared as competitive incorrect alternatives in the initial multiple-choice test, but not when they had previously appeared as noncompetitive alternatives. Importantly, however, competitive alternatives were not more likely than noncompetitive alternatives to be intruded as incorrect responses, indicating that a general increased accessibility for previously presented incorrect alternatives could not be the explanation for these results. The present findings, replicated across two experiments (one in which corrective feedback was provided during the initial multiple-choice testing, and one in which it was not), thus strongly suggest that competitive multiple-choice questions can trigger beneficial retrieval processes for both tested and related information, and the results have implications for the effective use of multiple-choice tests as tools for learning.

The Effect of English Language on Multiple Choice Question Scores of Thai Medical Students.

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Phisalprapa, Pochamana; Muangkaew, Wayuda; Assanasen, Jintana; Kunavisarut, Tada; Thongngarm, Torpong; Ruchutrakool, Theera; Kobwanthanakun, Surapon; Dejsomritrutai, Wanchai

2016-04-01

Universities in Thailand are preparing for Thailand's integration into the ASEAN Economic Community (AEC) by increasing the number of tests in English language. English language is not the native language of Thailand Differences in English language proficiency may affect scores among test-takers, even when subject knowledge among test-takers is comparable and may falsely represent the knowledge level of the test-taker. To study the impact of English language multiple choice test questions on test scores of medical students. The final examination of fourth-year medical students completing internal medicine rotation contains 120 multiple choice questions (MCQ). The languages used on the test are Thai and English at a ratio of 3:1. Individual scores of tests taken in both languages were collected and the effect of English language on MCQ was analyzed Individual MCQ scores were then compared with individual student English language proficiency and student grade point average (GPA). Two hundred ninety five fourth-year medical students were enrolled. The mean percentage of MCQ scores in Thai and English were significantly different (65.0 ± 8.4 and 56.5 ± 12.4, respectively, p English was fair (Spearman's correlation coefficient = 0.41, p English than in Thai language. Students were classified into six grade categories (A, B+, B, C+, C, and D+), which cumulatively measured total internal medicine rotation performance score plus final examination score. MCQ scores from Thai language examination were more closely correlated with total course grades than were the scores from English language examination (Spearman's correlation coefficient = 0.73 (p English proficiency score was very high, at 3.71 ± 0.35 from a total of 4.00. Mean student GPA was 3.40 ± 0.33 from a possible 4.00. English language MCQ examination scores were more highly associated with GPA than with English language proficiency. The use of English language multiple choice question test may decrease scores

Approaches to Data Analysis of Multiple-Choice Questions

Science.gov (United States)

Ding, Lin; Beichner, Robert

2009-01-01

This paper introduces five commonly used approaches to analyzing multiple-choice test data. They are classical test theory, factor analysis, cluster analysis, item response theory, and model analysis. Brief descriptions of the goals and algorithms of these approaches are provided, together with examples illustrating their applications in physics…

A Novel Multiple Choice Question Generation Strategy: Alternative Uses for Controlled Vocabulary Thesauri in Biomedical-Sciences Education.

Science.gov (United States)

Lopetegui, Marcelo A; Lara, Barbara A; Yen, Po-Yin; Çatalyürek, Ümit V; Payne, Philip R O

2015-01-01

Multiple choice questions play an important role in training and evaluating biomedical science students. However, the resource intensive nature of question generation limits their open availability, reducing their contribution to evaluation purposes mainly. Although applied-knowledge questions require a complex formulation process, the creation of concrete-knowledge questions (i.e., definitions, associations) could be assisted by the use of informatics methods. We envisioned a novel and simple algorithm that exploits validated knowledge repositories and generates concrete-knowledge questions by leveraging concepts' relationships. In this manuscript we present the development and validation of a prototype which successfully produced meaningful concrete-knowledge questions, opening new applications for existing knowledge repositories, potentially benefiting students of all biomedical sciences disciplines.

Mastering your Fellowship

African Journals Online (AJOL)

This new section in the South African Family Practice Journal aims ... the written examination, i.e. Multiple choice questions. (MCQs) .... eradication are recommended additional therapeutic steps. ... Proton-pump inhibitors: review. ... 2012;7(1):.

Approaches to data analysis of multiple-choice questions

OpenAIRE

Lin Ding; Robert Beichner

2009-01-01

This paper introduces five commonly used approaches to analyzing multiple-choice test data. They are classical test theory, factor analysis, cluster analysis, item response theory, and model analysis. Brief descriptions of the goals and algorithms of these approaches are provided, together with examples illustrating their applications in physics education research. We minimize mathematics, instead placing emphasis on data interpretation using these approaches.

Approaches to data analysis of multiple-choice questions

Directory of Open Access Journals (Sweden)

Lin Ding

2009-09-01

Full Text Available This paper introduces five commonly used approaches to analyzing multiple-choice test data. They are classical test theory, factor analysis, cluster analysis, item response theory, and model analysis. Brief descriptions of the goals and algorithms of these approaches are provided, together with examples illustrating their applications in physics education research. We minimize mathematics, instead placing emphasis on data interpretation using these approaches.

Retrieval practice with short-answer, multiple-choice, and hybrid tests.

Science.gov (United States)

Smith, Megan A; Karpicke, Jeffrey D

2014-01-01

Retrieval practice improves meaningful learning, and the most frequent way of implementing retrieval practice in classrooms is to have students answer questions. In four experiments (N=372) we investigated the effects of different question formats on learning. Students read educational texts and practised retrieval by answering short-answer, multiple-choice, or hybrid questions. In hybrid conditions students first attempted to recall answers in short-answer format, then identified answers in multiple-choice format. We measured learning 1 week later using a final assessment with two types of questions: those that could be answered by recalling information verbatim from the texts and those that required inferences. Practising retrieval in all format conditions enhanced retention, relative to a study-only control condition, on both verbatim and inference questions. However, there were little or no advantages of answering short-answer or hybrid format questions over multiple-choice questions in three experiments. In Experiment 4, when retrieval success was improved under initial short-answer conditions, there was an advantage of answering short-answer or hybrid questions over multiple-choice questions. The results challenge the simple conclusion that short-answer questions always produce the best learning, due to increased retrieval effort or difficulty, and demonstrate the importance of retrieval success for retrieval-based learning activities.

Learning from peer feedback on student-generated multiple choice questions: Views of introductory physics students

Science.gov (United States)

Kay, Alison E.; Hardy, Judy; Galloway, Ross K.

2018-06-01

PeerWise is an online application where students are encouraged to generate a bank of multiple choice questions for their classmates to answer. After answering a question, students can provide feedback to the question author about the quality of the question and the question author can respond to this. Student use of, and attitudes to, this online community within PeerWise was investigated in two large first year undergraduate physics courses, across three academic years, to explore how students interact with the system and the extent to which they believe PeerWise to be useful to their learning. Most students recognized that there is value in engaging with PeerWise, and many students engaged deeply with the system, thinking critically about the quality of their submissions and reflecting on feedback provided to them. Students also valued the breadth of topics and level of difficulty offered by the questions, recognized the revision benefits afforded by the resource, and were often willing to contribute to the community by providing additional explanations and engaging in discussion.

Effectiveness of Guided Multiple Choice Objective Questions Test on Students' Academic Achievement in Senior School Mathematics by School Location

Science.gov (United States)

Igbojinwaekwu, Patrick Chukwuemeka

2015-01-01

This study investigated, using pretest-posttest quasi-experimental research design, the effectiveness of guided multiple choice objective questions test on students' academic achievement in Senior School Mathematics, by school location, in Delta State Capital Territory, Nigeria. The sample comprised 640 Students from four coeducation secondary…

Does the think-aloud protocol reflect thinking? Exploring functional neuroimaging differences with thinking (answering multiple choice questions) versus thinking aloud

NARCIS (Netherlands)

Durning, S.J.; Artino, A.R.; Beckman, T.J.; Graner, J.; Vleuten, C.P.M. van der; Holmboe, E.; Schuwirth, L.

2013-01-01

Background: Whether the think-aloud protocol is a valid measure of thinking remains uncertain. Therefore, we used functional magnetic resonance imaging (fMRI) to investigate potential functional neuroanatomic differences between thinking (answering multiple-choice questions in real time) versus

Teaching Critical Thinking without (Much) Writing: Multiple-Choice and Metacognition

Science.gov (United States)

Bassett, Molly H.

2016-01-01

In this essay, I explore an exam format that pairs multiple-choice questions with required rationales. In a space adjacent to each multiple-choice question, students explain why or how they arrived at the answer they selected. This exercise builds the critical thinking skill known as metacognition, thinking about thinking, into an exam that also…

Evaluating multiple-choice exams in large introductory physics courses

OpenAIRE

Gary Gladding; Tim Stelzer; Michael Scott

2006-01-01

The reliability and validity of professionally written multiple-choice exams have been extensively studied for exams such as the SAT, graduate record examination, and the force concept inventory. Much of the success of these multiple-choice exams is attributed to the careful construction of each question, as well as each response. In this study, the reliability and validity of scores from multiple-choice exams written for and administered in the large introductory physics courses at the Unive...

Evaluating Multiple-Choice Exams in Large Introductory Physics Courses

Science.gov (United States)

Scott, Michael; Stelzer, Tim; Gladding, Gary

2006-01-01

The reliability and validity of professionally written multiple-choice exams have been extensively studied for exams such as the SAT, graduate record examination, and the force concept inventory. Much of the success of these multiple-choice exams is attributed to the careful construction of each question, as well as each response. In this study,…

Does Correct Answer Distribution Influence Student Choices When Writing Multiple Choice Examinations?

Science.gov (United States)

Carnegie, Jacqueline A.

2017-01-01

Summative evaluation for large classes of first- and second-year undergraduate courses often involves the use of multiple choice question (MCQ) exams in order to provide timely feedback. Several versions of those exams are often prepared via computer-based question scrambling in an effort to deter cheating. An important parameter to consider when…

Incorporating Multiple-Choice Questions into an AACSB Assurance of Learning Process: A Course-Embedded Assessment Application to an Introductory Finance Course

Science.gov (United States)

Santos, Michael R.; Hu, Aidong; Jordan, Douglas

2014-01-01

The authors offer a classification technique to make a quantitative skills rubric more operational, with the groupings of multiple-choice questions to match the student learning levels in knowledge, calculation, quantitative reasoning, and analysis. The authors applied this classification technique to the mid-term exams of an introductory finance…

A Diagnostic Study of Pre-Service Teachers' Competency in Multiple-Choice Item Development

Science.gov (United States)

Asim, Alice E.; Ekuri, Emmanuel E.; Eni, Eni I.

2013-01-01

Large class size is an issue in testing at all levels of Education. As a panacea to this, multiple choice test formats has become very popular. This case study was designed to diagnose pre-service teachers' competency in constructing questions (IQT); direct questions (DQT); and best answer (BAT) varieties of multiple choice items. Subjects were 88…

Student certainty answering misconception question: study of Three-Tier Multiple-Choice Diagnostic Test in Acid-Base and Solubility Equilibrium

Science.gov (United States)

Ardiansah; Masykuri, M.; Rahardjo, S. B.

2018-04-01

Students’ concept comprehension in three-tier multiple-choice diagnostic test related to student confidence level. The confidence level related to certainty and student’s self-efficacy. The purpose of this research was to find out students’ certainty in misconception test. This research was quantitative-qualitative research method counting students’ confidence level. The research participants were 484 students that were studying acid-base and equilibrium solubility subject. Data was collected using three-tier multiple-choice (3TMC) with thirty questions and students’ questionnaire. The findings showed that #6 item gives the highest misconception percentage and high student confidence about the counting of ultra-dilute solution’s pH. Other findings were that 1) the student tendency chosen the misconception answer is to increase over item number, 2) student certainty decreased in terms of answering the 3TMC, and 3) student self-efficacy and achievement were related each other in the research. The findings suggest some implications and limitations for further research.

An Evaluation Framework and Instrument for Evaluating e-Assessment Tools

Science.gov (United States)

Singh, Upasana Gitanjali; de Villiers, Mary Ruth

2017-01-01

e-Assessment, in the form of tools and systems that deliver and administer multiple choice questions (MCQs), is used increasingly, raising the need for evaluation and validation of such systems. This research uses literature and a series of six empirical action research studies to develop an evaluation framework of categories and criteria called…

The Influence of Distractor Strength and Response Order on MCQ Responding

Science.gov (United States)

Kiat, John Emmanuel; Ong, Ai Rene; Ganesan, Asha

2018-01-01

Multiple-choice questions (MCQs) play a key role in standardised testing and in-class assessment. Research into the influence of within-item response order on MCQ characteristics has been mixed. While some researchers have shown preferential selection of response options presented earlier in the answer list, others have failed to replicate these…

Effects of Response-Driven Feedback in Computer Science Learning

Science.gov (United States)

Fernandez Aleman, J. L.; Palmer-Brown, D.; Jayne, C.

2011-01-01

This paper presents the results of a project on generating diagnostic feedback for guided learning in a first-year course on programming and a Master's course on software quality. An online multiple-choice questions (MCQs) system is integrated with neural network-based data analysis. Findings about how students use the system suggest that the…

Evaluating multiple-choice exams in large introductory physics courses

Directory of Open Access Journals (Sweden)

Gary Gladding

2006-07-01

Full Text Available The reliability and validity of professionally written multiple-choice exams have been extensively studied for exams such as the SAT, graduate record examination, and the force concept inventory. Much of the success of these multiple-choice exams is attributed to the careful construction of each question, as well as each response. In this study, the reliability and validity of scores from multiple-choice exams written for and administered in the large introductory physics courses at the University of Illinois, Urbana-Champaign were investigated. The reliability of exam scores over the course of a semester results in approximately a 3% uncertainty in students’ total semester exam score. This semester test score uncertainty yields an uncertainty in the students’ assigned letter grade that is less than 1 / 3 of a letter grade. To study the validity of exam scores, a subset of students were ranked independently based on their multiple-choice score, graded explanations, and student interviews. The ranking of these students based on their multiple-choice score was found to be consistent with the ranking assigned by physics instructors based on the students’ written explanations ( r>0.94 at the 95% confidence level and oral interviews (r=0.94−0.09+0.06 .

Qualitätsverbesserung von MC Fragen [Quality assurance of Multiple Choice Questions

Directory of Open Access Journals (Sweden)

Rotthoff, Thomas

2006-08-01

Full Text Available [english] Because of the missing relevance of graded examinations at the German medical faculties, there was no need to reflect the question quality in written examinations consistently. Through the new national legislation for medical education certification-relevant, faculty-internal examinations are prescribed. Until now, there is a lack of structures and processes which could lead to an improvement of the question quality. To reflect the different performance of the students, a different severity and a good selectivity of the test questions are necessary. For a interdisciplinary examination for fourth year undergraduate students at the University Hospital Duesseldorf, new Multiple choice (MC- questions which are application-orientated, clearly formulated and to a large extent free from formal errors should be developed. The implementation took place in the conception and performance of Workshops for the construction of MC-questions and the appointment of an interdisciplinary review-committee. It could be shown that an author training facilitates and accelerates the review-process for the committee and that a review process reflects itself in a high practise-orientation of the items. Prospectively, high-quality questions which are created in a review-process and metrological analysed could be read into inter-university databases. Therewith the initial expenditure of time could be reduced. The interdisciplinary constitution of the review-committee offers the possibility of an intensified discussion over content and relevance of the questions. [german] Wegen fehlender notenrelevanter Prüfungen an den Medizinischen Fakultäten in Deutschland bestand bisher keine Notwendigkeit, die Fragenqualität in schriftlichen Prüfungen konsequent zu reflektieren. Erst durch die neue Approbationsordnung sind zeugnisrelevante, fakultätsinterne Prüfungen vorgeschrieben. Es fehlen somit oftmals Strukturen und Prozesse, die zu einer Verbesserung der

Correcting Grade Deflation Caused by Multiple-Choice Scoring.

Science.gov (United States)

Baranchik, Alvin; Cherkas, Barry

2000-01-01

Presents a study involving three sections of pre-calculus (n=181) at four-year college where partial credit scoring on multiple-choice questions was examined over an entire semester. Indicates that grades determined by partial credit scoring seemed more reflective of both the quantity and quality of student knowledge than grades determined by…

Using a Classroom Response System to Improve Multiple-Choice Performance in AP[R] Physics

Science.gov (United States)

Bertrand, Peggy

2009-01-01

Participation in rigorous high school courses such as Advanced Placement (AP[R]) Physics increases the likelihood of college success, especially for students who are traditionally underserved. Tackling difficult multiple-choice exams should be part of any AP program because well-constructed multiple-choice questions, such as those on AP exams and…

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

Directory of Open Access Journals (Sweden)

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.

Delayed, but not immediate, feedback after multiple-choice questions increases performance on a subsequent short-answer, but not multiple-choice, exam: evidence for the dual-process theory of memory.

Science.gov (United States)

Sinha, Neha; Glass, Arnold Lewis

2015-01-01

Three experiments, two performed in the laboratory and one embedded in a college psychology lecture course, investigated the effects of immediate versus delayed feedback following a multiple-choice exam on subsequent short answer and multiple-choice exams. Performance on the subsequent multiple-choice exam was not affected by the timing of the feedback on the prior exam; however, performance on the subsequent short answer exam was better following delayed than following immediate feedback. This was true regardless of the order in which immediate versus delayed feedback was given. Furthermore, delayed feedback only had a greater effect than immediate feedback on subsequent short answer performance following correct, confident responses on the prior exam. These results indicate that delayed feedback cues a student's prior response and increases subsequent recollection of that response. The practical implication is that delayed feedback is better than immediate feedback during academic testing.

Analyzing Multiple-Choice Questions by Model Analysis and Item Response Curves

Science.gov (United States)

Wattanakasiwich, P.; Ananta, S.

2010-07-01

In physics education research, the main goal is to improve physics teaching so that most students understand physics conceptually and be able to apply concepts in solving problems. Therefore many multiple-choice instruments were developed to probe students' conceptual understanding in various topics. Two techniques including model analysis and item response curves were used to analyze students' responses from Force and Motion Conceptual Evaluation (FMCE). For this study FMCE data from more than 1000 students at Chiang Mai University were collected over the past three years. With model analysis, we can obtain students' alternative knowledge and the probabilities for students to use such knowledge in a range of equivalent contexts. The model analysis consists of two algorithms—concentration factor and model estimation. This paper only presents results from using the model estimation algorithm to obtain a model plot. The plot helps to identify a class model state whether it is in the misconception region or not. Item response curve (IRC) derived from item response theory is a plot between percentages of students selecting a particular choice versus their total score. Pros and cons of both techniques are compared and discussed.

Consequences the extensive use of multiple-choice questions might have on student's reasoning structure

OpenAIRE

Raduta, C. M.

2013-01-01

Learning physics is a context dependent process. I consider a broader interdisciplinary problem of where differences in understanding and reasoning arise. I suggest the long run effects a multiple choice based learning system as well as society cultural habits and rules might have on student reasoning structure.

A Comparison between Students' Performance in Multiple Choice and Modified Essay Questions in the MBBS Pediatrics Examination at the College of Medicine, King Khalid University, KSA

Science.gov (United States)

Salih, Karimeldin M. A.; Alshehri, Mohamed Abdullah Al-Gosadi; Elfaki, Omer Abdelgadir

2016-01-01

Objectives: To investigate the relation between the students' scores in MCQs and MEQs of the summative assessment in pediatrics at the College of medicine KKU. Introduction: Student assessment is the most difficult task in medicine since it is ultimately related to human life and safety. Assessment can take different types of formats with…

Use of Constructed-Response Questions to Support Learning of Cell Biology during Lectures

Directory of Open Access Journals (Sweden)

Foong May Yeong

2015-02-01

Full Text Available The use of class-response systems such as the Clickers to promote active-learning during lectures has been wide-spread. However, the often-used MCQ format in class activities as well as in assessments for large classes might lower students’ expectations and attitudes towards learning. Here, I describe my experience converting MCQs to constructed-response questions for in-class learning activities by removing cues from the MCQs. From the responses submitted, students seemed capable of providing answers without the need for cues. Using class-response systems such as Socrative for such constructed-response questions could be useful to challenge students to express their ideas in their own words. Moreover, by constructing their own answers, mis-conceptions could be revealed and corrected in a timely manner.

A singular choice for multiple choice

DEFF Research Database (Denmark)

Frandsen, Gudmund Skovbjerg; Schwartzbach, Michael Ignatieff

2006-01-01

How should multiple choice tests be scored and graded, in particular when students are allowed to check several boxes to convey partial knowledge? Many strategies may seem reasonable, but we demonstrate that five self-evident axioms are sufficient to determine completely the correct strategy. We ...

[To what extent do reviewers of multiple-choice questions need to be trained? A comparison between handing out information sheets and brief workshop sessions].

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Öchsner, Wolfgang; Böckers, Anja

2016-01-01

A competent review process is crucial to ensure the quality of multiple-choice (MC) questions. However, the acquisition of reviewing skills should not cause any unnecessary additional burden for a medical staff that is already facing heavy workloads. 100 MC questions, for which an expert review existed, were presented to 12 novices. In advance, six participants received a specific information sheet covering critical information for high-calibre review; the other six participants attended a 2.5-hour workshop covering the same information. The review results of both groups were analysed with a licensed version of the IBM software SPSS 19.0 (SPSS Inc., Chicago, IL). The results of the workshop group were distinctly closer to the experts' results (gold standard) than those of the information sheet group. For the quantitatively important category of medium quality MC questions, the results of the workshop group did not significantly differ from the experts' results. In the information sheet group the results were significantly poorer than the experts', regardless of the quality of the questions. Distributing specific information sheets to MC question reviewers is not sufficient for ensuring the quality of the review so that - regardless of the increased effort involved - a recommendation to conduct specific workshops must be made. Copyright © 2014. Published by Elsevier GmbH.

INQUIRE: a case study in evaluating the potential of online MCQ tests in a discursive subject

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Sophie Clarke

2004-12-01

Full Text Available There has been a wealth of investigation into the use of online multiple-choice questions as a means of summative assessment, however the research into the use of formative MCQs by the same mode of delivery still remains patchy. Similarly, research and implementation has been largely concentrated within the Sciences and Medicine rather than the more discursive subjects within the Humanities and Social Sciences. The INQUIRE (Interactive Questions Reinforcing Education Evaluation Project was jointly conducted by two groups at the University of Oxford–the Saïd Business School and the Academic Computing Development Team to evaluate the use of online MCQs as a mechanism to reinforce and extend student learning. This initial study used a small set of highly focused MCQ tests that were designed to complement an introductory series of first-year undergraduate management lectures. MCQ is a simple and well-established technology, and hence the emphasis was very much on situating the tests within the student experience. The paper will cover how the online MCQs are intended to fit into the Oxford Undergraduate study agenda, and how a simple evaluation was executed and planned to investigate their usage and impact. The chosen method of evaluation was to combine focus groups with automated online methods of tracking, and the paper discusses the findings of both of these.

The positive and negative consequences of multiple-choice testing.

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Roediger, Henry L; Marsh, Elizabeth J

2005-09-01

Multiple-choice tests are commonly used in educational settings but with unknown effects on students' knowledge. The authors examined the consequences of taking a multiple-choice test on a later general knowledge test in which students were warned not to guess. A large positive testing effect was obtained: Prior testing of facts aided final cued-recall performance. However, prior testing also had negative consequences. Prior reading of a greater number of multiple-choice lures decreased the positive testing effect and increased production of multiple-choice lures as incorrect answers on the final test. Multiple-choice testing may inadvertently lead to the creation of false knowledge.

The "None of the Above" Option in Multiple-Choice Testing: An Experimental Study

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DiBattista, David; Sinnige-Egger, Jo-Anne; Fortuna, Glenda

2014-01-01

The authors assessed the effects of using "none of the above" as an option in a 40-item, general-knowledge multiple-choice test administered to undergraduate students. Examinees who selected "none of the above" were given an incentive to write the correct answer to the question posed. Using "none of the above" as the…

THE EXPLICIT COMPREHENSION-STRATEGY INSTRUCTION: QUESTION-ANSWER RELATIONSHIP VS SELF-QUESTIONING

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Lalu Thohir

2017-12-01

Full Text Available This study was aimed at examining and comparing the effectiveness of the Question-Answer Relationship (QAR and Self-Questioning (SQ strategies in improving the reading ability of the undergraduate students. This study was a quasi-experimental study in which two out of three classes of the third semester students at English department of Mataram University were selected randomly to receive either QAR strategy or SQ strategy instructions for ten weekly meetings. The findings of pre- and posttest with multiple-choice questions revealed that both comprehension strategies were effective in improving the undergraduate students‘ reading ability. The findings from the posttest with multiple-choice questions indicated the students who received SQ strategy instruction scored significantly higher than those students who received QAR strategy instruction. On the other hand, the students who received QAR strategy instruction scored slightly higher than those students who received SQ strategy instruction in the posttest with open-ended questions.

Measuring University students' understanding of the greenhouse effect - a comparison of multiple-choice, short answer and concept sketch assessment tools with respect to students' mental models

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Gold, A. U.; Harris, S. E.

2013-12-01

The greenhouse effect comes up in most discussions about climate and is a key concept related to climate change. Existing studies have shown that students and adults alike lack a detailed understanding of this important concept or might hold misconceptions. We studied the effectiveness of different interventions on University-level students' understanding of the greenhouse effect. Introductory level science students were tested for their pre-knowledge of the greenhouse effect using validated multiple-choice questions, short answers and concept sketches. All students participated in a common lesson about the greenhouse effect and were then randomly assigned to one of two lab groups. One group explored an existing simulation about the greenhouse effect (PhET-lesson) and the other group worked with absorption spectra of different greenhouse gases (Data-lesson) to deepen the understanding of the greenhouse effect. All students completed the same assessment including multiple choice, short answers and concept sketches after participation in their lab lesson. 164 students completed all the assessments, 76 completed the PhET lesson and 77 completed the data lesson. 11 students missed the contrasting lesson. In this presentation we show the comparison between the multiple-choice questions, short answer questions and the concept sketches of students. We explore how well each of these assessment types represents student's knowledge. We also identify items that are indicators of the level of understanding of the greenhouse effect as measured in correspondence of student answers to an expert mental model and expert responses. Preliminary data analysis shows that student who produce concept sketch drawings that come close to expert drawings also choose correct multiple-choice answers. However, correct multiple-choice answers are not necessarily an indicator that a student produces an expert-like correlating concept sketch items. Multiple-choice questions that require detailed

Multiple-choice pretesting potentiates learning of related information.

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Little, Jeri L; Bjork, Elizabeth Ligon

2016-10-01

Although the testing effect has received a substantial amount of empirical attention, such research has largely focused on the effects of tests given after study. The present research examines the effect of using tests prior to study (i.e., as pretests), focusing particularly on how pretesting influences the subsequent learning of information that is not itself pretested but that is related to the pretested information. In Experiment 1, we found that multiple-choice pretesting was better for the learning of such related information than was cued-recall pretesting or a pre-fact-study control condition. In Experiment 2, we found that the increased learning of non-pretested related information following multiple-choice testing could not be attributed to increased time allocated to that information during subsequent study. Last, in Experiment 3, we showed that the benefits of multiple-choice pretesting over cued-recall pretesting for the learning of related information persist over 48 hours, thus demonstrating the promise of multiple-choice pretesting to potentiate learning in educational contexts. A possible explanation for the observed benefits of multiple-choice pretesting for enhancing the effectiveness with which related nontested information is learned during subsequent study is discussed.

Aufwandsanalyse für computerunterstützte Multiple-Choice Papierklausuren [Cost analysis for computer supported multiple-choice paper examinations

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Mandel, Alexander

2011-11-01

Full Text Available [english] Introduction: Multiple-choice-examinations are still fundamental for assessment in medical degree programs. In addition to content related research, the optimization of the technical procedure is an important question. Medical examiners face three options: paper-based examinations with or without computer support or completely electronic examinations. Critical aspects are the effort for formatting, the logistic effort during the actual examination, quality, promptness and effort of the correction, the time for making the documents available for inspection by the students, and the statistical analysis of the examination results.Methods: Since three semesters a computer program for input and formatting of MC-questions in medical and other paper-based examinations is used and continuously improved at Wuerzburg University. In the winter semester (WS 2009/10 eleven, in the summer semester (SS 2010 twelve and in WS 2010/11 thirteen medical examinations were accomplished with the program and automatically evaluated. For the last two semesters the remaining manual workload was recorded. Results: The cost of the formatting and the subsequent analysis including adjustments of the analysis of an average examination with about 140 participants and about 35 questions was 5-7 hours for exams without complications in the winter semester 2009/2010, about 2 hours in SS 2010 and about 1.5 hours in the winter semester 2010/11. Including exams with complications, the average time was about 3 hours per exam in SS 2010 and 2.67 hours for the WS 10/11. Discussion: For conventional multiple-choice exams the computer-based formatting and evaluation of paper-based exams offers a significant time reduction for lecturers in comparison with the manual correction of paper-based exams and compared to purely electronically conducted exams it needs a much simpler technological infrastructure and fewer staff during the exam.[german] Einleitung: Multiple-Choice

Comparison between Long-Menu and Open-Ended Questions in computerized medical assessments. A randomized controlled trial

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Fischer Martin R

2006-10-01

Full Text Available Abstract Background Long-menu questions (LMQs are viewed as an alternative method for answering open-ended questions (OEQs in computerized assessment. So far this question type and its influence on examination scores have not been studied sufficiently. However, the increasing use of computerized assessments will also lead to an increasing use of this question type. Using a summative online key feature (KF examination we evaluated whether LMQs can be compared with OEQs in regard to the level of difficulty, performance and response times. We also evaluated the content for its suitability for LMQs. Methods We randomized 146 fourth year medical students into two groups. For the purpose of this study we created 7 peer-reviewed KF-cases with a total of 25 questions. All questions had the same content in both groups, but nine questions had a different answer type. Group A answered 9 questions with an LM type, group B with an OE type. In addition to the LM answer, group A could give an OE answer if the appropriate answer was not included in the list. Results The average number of correct answers for LMQs and OEQs showed no significant difference (p = 0.93. Among all 630 LM answers only one correct term (0.32% was not included in the list of answers. The response time for LMQs did not significantly differ from that of OEQs (p = 0.65. Conclusion LMQs and OEQs do not differ significantly. Compared to standard multiple-choice questions (MCQs, the response time for LMQs and OEQs is longer. This is probably due to the fact that they require active problem solving skills and more practice. LMQs correspond more suitable to Short answer questions (SAQ then to OEQ and should only be used when the answers can be clearly phrased, using only a few, precise synonyms. LMQs can decrease cueing effects and significantly simplify the scoring in computerized assessment.

Assessing choice making among children with multiple disabilities.

OpenAIRE

Sigafoos, J; Dempsey, R

1992-01-01

Some learners with multiple disabilities display idiosyncratic gestures that are interpreted as a means of making choices. In the present study, we assessed the validity of idiosyncratic choice-making behaviors of 3 children with multiple disabilities. Opportunities for each child to choose between food and drink were provided under two conditions. In one condition, the children were given the food or drink item corresponding to their prior choice. In the other condition, the teacher delivere...

"None of the above" as a correct and incorrect alternative on a multiple-choice test: implications for the testing effect.

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Odegard, Timothy N; Koen, Joshua D

2007-11-01

Both positive and negative testing effects have been demonstrated with a variety of materials and paradigms (Roediger & Karpicke, 2006b). The present series of experiments replicate and extend the research of Roediger and Marsh (2005) with the addition of a "none-of-the-above" response option. Participants (n=32 in both experiments) read a set of passages, took an initial multiple-choice test, completed a filler task, and then completed a final cued-recall test (Experiment 1) or multiple-choice test (Experiment 2). Questions were manipulated on the initial multiple-choice test by adding a "none-of-the-above" response alternative (choice "E") that was incorrect ("E" Incorrect) or correct ("E" Correct). The results from both experiments demonstrated that the positive testing effect was negated when the "none-of-the-above" alternative was the correct response on the initial multiple-choice test, but was still present when the "none-of-the-above" alternative was an incorrect response.

Are Faculty Predictions or Item Taxonomies Useful for Estimating the Outcome of Multiple-Choice Examinations?

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Kibble, Jonathan D.; Johnson, Teresa

2011-01-01

The purpose of this study was to evaluate whether multiple-choice item difficulty could be predicted either by a subjective judgment by the question author or by applying a learning taxonomy to the items. Eight physiology faculty members teaching an upper-level undergraduate human physiology course consented to participate in the study. The…

Using automatic item generation to create multiple-choice test items.

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Gierl, Mark J; Lai, Hollis; Turner, Simon R

2012-08-01

Many tests of medical knowledge, from the undergraduate level to the level of certification and licensure, contain multiple-choice items. Although these are efficient in measuring examinees' knowledge and skills across diverse content areas, multiple-choice items are time-consuming and expensive to create. Changes in student assessment brought about by new forms of computer-based testing have created the demand for large numbers of multiple-choice items. Our current approaches to item development cannot meet this demand. We present a methodology for developing multiple-choice items based on automatic item generation (AIG) concepts and procedures. We describe a three-stage approach to AIG and we illustrate this approach by generating multiple-choice items for a medical licensure test in the content area of surgery. To generate multiple-choice items, our method requires a three-stage process. Firstly, a cognitive model is created by content specialists. Secondly, item models are developed using the content from the cognitive model. Thirdly, items are generated from the item models using computer software. Using this methodology, we generated 1248 multiple-choice items from one item model. Automatic item generation is a process that involves using models to generate items using computer technology. With our method, content specialists identify and structure the content for the test items, and computer technology systematically combines the content to generate new test items. By combining these outcomes, items can be generated automatically. © Blackwell Publishing Ltd 2012.

THE MULTIPLE CHOICE PROBLEM WITH INTERACTIONS BETWEEN CRITERIA

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Luiz Flavio Autran Monteiro Gomes

2015-12-01

Full Text Available ABSTRACT An important problem in Multi-Criteria Decision Analysis arises when one must select at least two alternatives at the same time. This can be denoted as a multiple choice problem. In other words, instead of evaluating each of the alternatives separately, they must be combined into groups of n alternatives, where n = 2. When the multiple choice problem must be solved under multiple criteria, the result is a multi-criteria, multiple choice problem. In this paper, it is shown through examples how this problemcan be tackled on a bipolar scale. The Choquet integral is used in this paper to take care of interactions between criteria. A numerical application example is conducted using data from SEBRAE-RJ, a non-profit private organization that has the mission of promoting competitiveness, sustainable developmentand entrepreneurship in the state of Rio de Janeiro, Brazil. The paper closes with suggestions for future research.

Biology Question Generation from a Semantic Network

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Zhang, Lishan

Science instructors need questions for use in exams, homework assignments, class discussions, reviews, and other instructional activities. Textbooks never have enough questions, so instructors must find them from other sources or generate their own questions. In order to supply instructors with biology questions, a semantic network approach was developed for generating open response biology questions. The generated questions were compared to professional authorized questions. To boost students' learning experience, adaptive selection was built on the generated questions. Bayesian Knowledge Tracing was used as embedded assessment of the student's current competence so that a suitable question could be selected based on the student's previous performance. A between-subjects experiment with 42 participants was performed, where half of the participants studied with adaptive selected questions and the rest studied with mal-adaptive order of questions. Both groups significantly improved their test scores, and the participants in adaptive group registered larger learning gains than participants in the control group. To explore the possibility of generating rich instructional feedback for machine-generated questions, a question-paragraph mapping task was identified. Given a set of questions and a list of paragraphs for a textbook, the goal of the task was to map the related paragraphs to each question. An algorithm was developed whose performance was comparable to human annotators. A multiple-choice question with high quality distractors (incorrect answers) can be pedagogically valuable as well as being much easier to grade than open-response questions. Thus, an algorithm was developed to generate good distractors for multiple-choice questions. The machine-generated multiple-choice questions were compared to human-generated questions in terms of three measures: question difficulty, question discrimination and distractor usefulness. By recruiting 200 participants from

Enhancement of medical student performance through narrative reflective practice: a pilot project

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Alan Thomson

2013-03-01

Full Text Available Background: Narrative Reflective Practice (NRP is a process that helps medical students become better listeners and physicians. We hypothesized that NRP would enhance students’ performance on multiple choice question exams (MCQs, on objective structured clinical examinations (OSCEs, and on subjective clinical evaluations (SCEs. Methods: The MCQs, OSCEs and SCEs test scores from 139 third year University of Alberta medical students from the same class doing their Internal Medicine rotation were collected over a 12 month period. All preceptors followed the same one-hour clinical teaching format, except for the single preceptor who incorporated 2 weeks of NRP in the usual clinical teaching of 16 students. The testing was done at the end of each 8-week rotation, and all students within each cohort received the same MCQs, OSCE and SCEs Results: Independent t-tests were used to assess group differences in the mean MCQ, OSCE and SCE scores. The group receiving NRP training scored 4.7 % higher on the MCQ component than those who did not. The mean differences for OSCE and SCE scores were non-significant. Conclusions: Two weeks NRP exposure produced an absolute increase in students’ MCQ score. Longer periods of NRP exposure may also increase the OSCE and SCE scores. This promising pilot project needs to be confirmed using several trained preceptors and trainees at different levels of their clinical experience.

To Show or Not to Show: The Effects of Item Stems and Answer Options on Performance on a Multiple-Choice Listening Comprehension Test

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Yanagawa, Kozo; Green, Anthony

2008-01-01

The purpose of this study is to examine whether the choice between three multiple-choice listening comprehension test formats results in any difference in listening comprehension test performance. The three formats entail (a) allowing test takers to preview both the question stem and answer options prior to listening; (b) allowing test takers to…

Wh-Questions, Universal Statements and Free Choice Inferences in Child Mandarin.

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Huang, Haiquan; Zhou, Peng; Crain, Stephen

2017-11-16

This study investigated 5-year-old Mandarin-speaking children's comprehension of wh-questions, universal statements and free choice inferences. Previous research has found that Mandarin-speaking children assign a universal interpretation to sentences with a wh-word (e.g., shei 'who') followed by the adverbial quantifier dou 'all' (Zhou in Appl Psycholinguist 36:411-435, 2013). Children also compute free choice inferences in sentences that contain a modal verb in addition to a wh-word and dou (Zhou, in: Nakayama, Su, Huang (eds.) Studies in Chinese and Japanese language acquisition: in honour of Stephen Crain. John Benjamins Publishing Company, Amsterdam, pp 223-235, 2017). The present study used a Question-Statement Task to assess children's interpretation of sentences containing shei + dou, both with and without the modal verb beiyunxu 'was allowed to', as well as the contrast between sentences with shei + dou, which are statements for adults, versus ones with dou + shei, which are wh-questions for adults. The 5-year-old Mandarin-speaking child participants exhibited adult-like linguistic knowledge of the semantics and pragmatics of wh-words, the adverbial quantifier dou, and the deontic modal verb beiyunxu.

Exploring undergraduates' understanding of photosynthesis using diagnostic question clusters.

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Parker, Joyce M; Anderson, Charles W; Heidemann, Merle; Merrill, John; Merritt, Brett; Richmond, Gail; Urban-Lurain, Mark

2012-01-01

We present a diagnostic question cluster (DQC) that assesses undergraduates' thinking about photosynthesis. This assessment tool is not designed to identify individual misconceptions. Rather, it is focused on students' abilities to apply basic concepts about photosynthesis by reasoning with a coordinated set of practices based on a few scientific principles: conservation of matter, conservation of energy, and the hierarchical nature of biological systems. Data on students' responses to the cluster items and uses of some of the questions in multiple-choice, multiple-true/false, and essay formats are compared. A cross-over study indicates that the multiple-true/false format shows promise as a machine-gradable format that identifies students who have a mixture of accurate and inaccurate ideas. In addition, interviews with students about their choices on three multiple-choice questions reveal the fragility of students' understanding. Collectively, the data show that many undergraduates lack both a basic understanding of the role of photosynthesis in plant metabolism and the ability to reason with scientific principles when learning new content. Implications for instruction are discussed.

Should essays and other "open-ended"-type questions retain a place in written summative assessment in clinical medicine?

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Hift, Richard J

2014-11-28

Written assessments fall into two classes: constructed-response or open-ended questions, such as the essay and a number of variants of the short-answer question, and selected-response or closed-ended questions; typically in the form of multiple-choice. It is widely believed that constructed response written questions test higher order cognitive processes in a manner that multiple-choice questions cannot, and consequently have higher validity. An extensive review of the literature suggests that in summative assessment neither premise is evidence-based. Well-structured open-ended and multiple-choice questions appear equivalent in their ability to assess higher cognitive functions, and performance in multiple-choice assessments may correlate more highly than the open-ended format with competence demonstrated in clinical practice following graduation. Studies of construct validity suggest that both formats measure essentially the same dimension, at least in mathematics, the physical sciences, biology and medicine. The persistence of the open-ended format in summative assessment may be due to the intuitive appeal of the belief that synthesising an answer to an open-ended question must be both more cognitively taxing and similar to actual experience than is selecting a correct response. I suggest that cognitive-constructivist learning theory would predict that a well-constructed context-rich multiple-choice item represents a complex problem-solving exercise which activates a sequence of cognitive processes which closely parallel those required in clinical practice, hence explaining the high validity of the multiple-choice format. The evidence does not support the proposition that the open-ended assessment format is superior to the multiple-choice format, at least in exit-level summative assessment, in terms of either its ability to test higher-order cognitive functioning or its validity. This is explicable using a theory of mental models, which might predict that the

On the Equivalence of Constructed-Response and Multiple-Choice Tests.

Science.gov (United States)

Traub, Ross E.; Fisher, Charles W.

Two sets of mathematical reasoning and two sets of verbal comprehension items were cast into each of three formats--constructed response, standard multiple-choice, and Coombs multiple-choice--in order to assess whether tests with indentical content but different formats measure the same attribute, except for possible differences in error variance…

Longitudinal Assessment of Progress in Reasoning Capacity and Relation with Self-Estimation of Knowledge Base

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Collard, Anne; Mélot, France; Bourguignon, Jean-Pierre

2015-01-01

The aim of the study was to investigate progress in reasoning capacity and knowledge base appraisal in a longitudinal analysis of data from summative evaluation throughout a medical problem-based learning curriculum. The scores in multidisciplinary discussion of a clinical case and multiple choice questionnaires (MCQs) were studied longitudinally…

Analysis of Multiple Choice Tests Designed by Faculty Members of Kermanshah University of Medical Sciences

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Reza Pourmirza Kalhori

2013-12-01

Full Text Available Dear Editor Multiple choice tests are the most common objective tests in medical education which are used to assess the ind-ividual knowledge, recall, recognition and problem solving abilities. One of the testing components is the post-test analysis. This component includes; first, qualitative analysis of the taxonomy of questions based on the Bloom’s educational objectives and percentage of the questions with no structural problems; and second, the quantitative analysis of the reliability (KR-20 and indices of difficulty and differentiation (1. This descriptive-analytical study was aimed to qualitatively and quan-titatively investigate the multiple-choice tests of the faculty members at Kermanshah University of Medical Sciences in 2009-2010. The sample size comprised of 156 tests. Data were analyzed by SPSS-16 software using t-test, chi-squared test, ANOVA and Tukey multiple comparison tests. The mean of reliability (KR-20, difficulty index, and discrimination index were 0.68 (± 0.31, 0.56 (± 0.15 and 0.21 (± 0.15, respectively, which were acceptable. The analysis of the tests at Mashad University of Medical Sciences indicated that the mean for the reliability of the tests was 0.72, and 52.2% of the tests had inappropriate difficulty index and 49.2% of the tests did not have acceptable differentiation index (2. Comparison of the tests at Kermanshah University of Medical Sciences for the fields of anatomy, physiology, biochemistry, genetics, statistics and behavioral sciences courses at Malaysia Faculty of Medicine (3 and tests at Argentina Faculty of Medicine (4 showed that while difficulty index was acceptable in all three universities, but differentiation indices in Malaysia and Argentina Medical Faculties were higher than that in Kermanshah University of Medical Sciences. The mean for the questions with no structural flaws in all tests, taxonomy I, taxonomy II, and taxonomy III were 73.88% (± 14.88, 34.65% (± 15.78, 41.34% (± 13

The influence of question design on the response to self-assessment in www.elearnSCI.org

DEFF Research Database (Denmark)

Liu, N; Li, X-W; Zhou, M-W

2015-01-01

STUDY DESIGN: This is an interventional training session. OBJECTIVE: The objective of this study was to investigate the difference in response to self-assessment questions in the original and an adjusted version for a submodule of www.elearnSCI.org for student nurses. SETTING: The study was condu......STUDY DESIGN: This is an interventional training session. OBJECTIVE: The objective of this study was to investigate the difference in response to self-assessment questions in the original and an adjusted version for a submodule of www.elearnSCI.org for student nurses. SETTING: The study...... was conducted in a teaching hospital affiliated to Peking University, China. METHODS: In all, 28 student nurses divided into two groups (groups A and B; 14 in each) received a print-out of a Chinese translation of the slides from the 'Maintaining skin integrity following spinal cord injury' submodule in www.elearnSCI...... be avoided because it would increase the number of correct answers arrived at by guessing. When using multiple-answer MCQs, it is recommended that the questions asked should be in accordance with the content within the www.elearnSCI.org....

Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing.

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Butler, Andrew C; Roediger, Henry L

2008-04-01

Multiple-choice tests are used frequently in higher education without much consideration of the impact this form of assessment has on learning. Multiple-choice testing enhances retention of the material tested (the testing effect); however, unlike other tests, multiple-choice can also be detrimental because it exposes students to misinformation in the form of lures. The selection of lures can lead students to acquire false knowledge (Roediger & Marsh, 2005). The present research investigated whether feedback could be used to boost the positive effects and reduce the negative effects of multiple-choice testing. Subjects studied passages and then received a multiple-choice test with immediate feedback, delayed feedback, or no feedback. In comparison with the no-feedback condition, both immediate and delayed feedback increased the proportion of correct responses and reduced the proportion of intrusions (i.e., lure responses from the initial multiple-choice test) on a delayed cued recall test. Educators should provide feedback when using multiple-choice tests.

Two layers LSTM with attention for multi-choice question answering in exams

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Li, Yongbin

2018-03-01

Question Answering in Exams is typical question answering task that aims to test how accurately the model could answer the questions in exams. In this paper, we use general deep learning model to solve the multi-choice question answering task. Our approach is to build distributed word embedding of question and answers instead of manually extracting features or linguistic tools, meanwhile, for improving the accuracy, the external corpus is introduced. The framework uses a two layers LSTM with attention which get a significant result. By contrast, we introduce the simple long short-term memory (QA-LSTM) model and QA-LSTM-CNN model and QA-LSTM with attention model as the reference. Experiment demonstrate superior performance of two layers LSTM with attention compared to other models in question answering task.

Question presentation methods for paired-associate learning

NARCIS (Netherlands)

Engel, F.L.; Geerings, M.P.W.

1988-01-01

Four different methods of question presentation, in interactive computeraided learning of Dutch-English word pairs are evaluated experimentally. These methods are: 1) the 'open-question method', 2) the 'multiple-choice method', 3) the 'sequential method' and 4) the 'true/ false method'. When

Concept mapping improves academic performance in problem solving questions in biochemistry subject.

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Baig, Mukhtiar; Tariq, Saba; Rehman, Rehana; Ali, Sobia; Gazzaz, Zohair J

2016-01-01

To assess the effectiveness of concept mapping (CM) on the academic performance of medical students' in problem-solving as well as in declarative knowledge questions and their perception regarding CM. The present analytical and questionnaire-based study was carried out at Bahria University Medical and Dental College (BUMDC), Karachi, Pakistan. In this analytical study, students were assessed with problem-solving questions (A-type MCQs), and declarative knowledge questions (short essay questions), and 50% of the questions were from the topics learned by CM. Students also filled a 10-item, 3-point Likert scale questionnaire about their perception regarding the effectiveness of the CM approach, and two open-ended questions were also asked. There was a significant difference in the marks obtained in those problem-solving questions, which were learned by CM as compared to those topics which were taught by the traditional lectures (pacademic performance in problem solving but not in declarative knowledge questions. Students' perception about the effectiveness of CM was overwhelmingly positive.

Effect of response format on cognitive reflection: Validating a two- and four-option multiple choice question version of the Cognitive Reflection Test.

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Sirota, Miroslav; Juanchich, Marie

2018-03-27

The Cognitive Reflection Test, measuring intuition inhibition and cognitive reflection, has become extremely popular because it reliably predicts reasoning performance, decision-making, and beliefs. Across studies, the response format of CRT items sometimes differs, based on the assumed construct equivalence of tests with open-ended versus multiple-choice items (the equivalence hypothesis). Evidence and theoretical reasons, however, suggest that the cognitive processes measured by these response formats and their associated performances might differ (the nonequivalence hypothesis). We tested the two hypotheses experimentally by assessing the performance in tests with different response formats and by comparing their predictive and construct validity. In a between-subjects experiment (n = 452), participants answered stem-equivalent CRT items in an open-ended, a two-option, or a four-option response format and then completed tasks on belief bias, denominator neglect, and paranormal beliefs (benchmark indicators of predictive validity), as well as on actively open-minded thinking and numeracy (benchmark indicators of construct validity). We found no significant differences between the three response formats in the numbers of correct responses, the numbers of intuitive responses (with the exception of the two-option version, which had a higher number than the other tests), and the correlational patterns of the indicators of predictive and construct validity. All three test versions were similarly reliable, but the multiple-choice formats were completed more quickly. We speculate that the specific nature of the CRT items helps build construct equivalence among the different response formats. We recommend using the validated multiple-choice version of the CRT presented here, particularly the four-option CRT, for practical and methodological reasons. Supplementary materials and data are available at https://osf.io/mzhyc/ .

Online formative MCQs to supplement traditional teaching: a very significant positive impact on student performance in the short and long run

OpenAIRE

Catley, Paul

2014-01-01

The paper builds on the research underpinning One Lecturer’s Experience of Blending E-learning with Traditional Teaching (Catley, 2005). It analyses the earlier findings in more depth and examines the longer term impact of online quizzes on student performance. Engagement with formative online MCQs is explored generally and the links between MCQ engagement and a range of student characteristics: seminar attendance, “A” level performance, age, nationality, gender and prior study of the discipl...

Multiple-Choice and Short-Answer Exam Performance in a College Classroom

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Funk, Steven C.; Dickson, K. Laurie

2011-01-01

The authors experimentally investigated the effects of multiple-choice and short-answer format exam items on exam performance in a college classroom. They randomly assigned 50 students to take a 10-item short-answer pretest or posttest on two 50-item multiple-choice exams in an introduction to personality course. Students performed significantly…

Multiple Choice Testing and the Retrieval Hypothesis of the Testing Effect

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Sensenig, Amanda E.

2010-01-01

Taking a test often leads to enhanced later memory for the tested information, a phenomenon known as the "testing effect". This memory advantage has been reliably demonstrated with recall tests but not multiple choice tests. One potential explanation for this finding is that multiple choice tests do not rely on retrieval processes to the same…

Comparison of Integrated Testlet and Constructed-Response Question Formats

Science.gov (United States)

Slepkov, Aaron D.; Shiell, Ralph C.

2014-01-01

Constructed-response (CR) questions are a mainstay of introductory physics textbooks and exams. However, because of the time, cost, and scoring reliability constraints associated with this format, CR questions are being increasingly replaced by multiple-choice (MC) questions in formal exams. The integrated testlet (IT) is a recently developed…

Student Mental Models of the Greenhouse Effect: Retention Months After Interventions

Science.gov (United States)

Harris, S. E.; Gold, A. U.

2013-12-01

Individual understanding of climate science, and the greenhouse effect in particular, is one factor important for societal decision-making. Ideally, learning opportunities about the greenhouse effect will not only move people toward expert-like ideas but will also have long-lasting effects for those individuals. We assessed university students' mental models of the greenhouse effect before and after specific learning experiences, on a final exam, then again a few months later. Our aim was to measure retention after students had not necessarily been thinking about, nor studying, the greenhouse effect recently. How sticky were the ideas learned? 164 students in an introductory science course participated in a sequence of two learning activities and assessments regarding the greenhouse effect. The first lesson involved the full class, then, for the second lesson, half the students completed a simulation-based activity and the other half completed a data-driven activity. We assessed student thinking through concept sketches, multiple choice and short answer questions. All students generated concept sketches four times, and completed a set of multiple choice (MCQs) and short answer questions twice. Later, 3-4 months after the course ended, 27 students ('retention students') completed an additional concept sketch and answered the questions again, as a retention assessment. These 27 students were nearly evenly split between the two contrasting second lessons in the sequence and included both high and low-achieving students. We then compared student sketches and scores to 'expert' answers. The general pattern over time showed a significant increase in student scores from before the lesson sequence to after, both on concept sketches and MCQs, then an additional increase in concept sketch score on the final exam (MCQs were not asked on the final exam). The scores for the retention students were not significantly different from the full class. Within the retention group

Genetic Algorithms for Multiple-Choice Problems

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Aickelin, Uwe

2010-04-01

This thesis investigates the use of problem-specific knowledge to enhance a genetic algorithm approach to multiple-choice optimisation problems.It shows that such information can significantly enhance performance, but that the choice of information and the way it is included are important factors for success.Two multiple-choice problems are considered.The first is constructing a feasible nurse roster that considers as many requests as possible.In the second problem, shops are allocated to locations in a mall subject to constraints and maximising the overall income.Genetic algorithms are chosen for their well-known robustness and ability to solve large and complex discrete optimisation problems.However, a survey of the literature reveals room for further research into generic ways to include constraints into a genetic algorithm framework.Hence, the main theme of this work is to balance feasibility and cost of solutions.In particular, co-operative co-evolution with hierarchical sub-populations, problem structure exploiting repair schemes and indirect genetic algorithms with self-adjusting decoder functions are identified as promising approaches.The research starts by applying standard genetic algorithms to the problems and explaining the failure of such approaches due to epistasis.To overcome this, problem-specific information is added in a variety of ways, some of which are designed to increase the number of feasible solutions found whilst others are intended to improve the quality of such solutions.As well as a theoretical discussion as to the underlying reasons for using each operator,extensive computational experiments are carried out on a variety of data.These show that the indirect approach relies less on problem structure and hence is easier to implement and superior in solution quality.

Optimizing Multiple-Choice Tests as Learning Events

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Little, Jeri Lynn

2011-01-01

Although generally used for assessment, tests can also serve as tools for learning--but different test formats may not be equally beneficial. Specifically, research has shown multiple-choice tests to be less effective than cued-recall tests in improving the later retention of the tested information (e.g., see meta-analysis by Hamaker, 1986),…

Brief, cooperative peer-instruction sessions during lectures enhance student recall and comprehension*

Science.gov (United States)

Zhang, Niu; Henderson, Charles N.R.

2016-01-01

Objective: The objective of this study was to evaluate the academic impact of cooperative peer instruction during lecture pauses in an immunology/endocrinology course. Methods: Third-quarter students participated across iterations of the course. Each class offered 20 lectures of 50 minutes each. Classes were divided into a peer-instruction group incorporating cooperative peer instruction and a control group receiving traditional lectures. Peer-instruction group lectures were divided into 2–3 short presentations followed by a multiple-choice question (MCQ). Students recorded an initial answer and then had 1 minute to discuss answers with group peers. Following this, students could submit a revised answer. The control group received the same lecture material, but without MCQs or peer discussions. Final-exam scores were compared across study groups. A mixed-design analysis of covariance was used to analyze the data. Results: There was a statistically significant main effect for the peer-instruction activity (F(1, 93) = 6.573, p = .012, r = .257), with recall scores higher for MCQs asked after peer-instruction activities than for those asked before peer instruction. Final-exam scores at the end of term were greater in the peer-instruction group than the control group (F(1, 193) = 9.264, p = .003, r = .214; question type, F(1, 193) = 26.671, p = .000, r = .348). Conclusion: Lectures with peer-instruction pauses increase student recall and comprehension compared with traditional lectures. PMID:26967766

Identification of mistakes and their correction by a small group discussion as a revision exercise at the end of a teaching module in biochemistry.

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Bobby, Zachariah; Nandeesha, H; Sridhar, M G; Soundravally, R; Setiya, Sajita; Babu, M Sathish; Niranjan, G

2014-01-01

Graduate medical students often get less opportunity for clarifying their doubts and to reinforce their concepts after lecture classes. The Medical Council of India (MCI) encourages group discussions among students. We evaluated the effect of identifying mistakes in a given set of wrong statements and their correction by a small group discussion by graduate medical students as a revision exercise. At the end of a module, a pre-test consisting of multiple-choice questions (MCQs) was conducted. Later, a set of incorrect statements related to the topic was given to the students and they were asked to identify the mistakes and correct them in a small group discussion. The effects on low, medium and high achievers were evaluated by a post-test and delayed post-tests with the same set of MCQs. The mean post-test marks were significantly higher among all the three groups compared to the pre-test marks. The gain from the small group discussion was equal among low, medium and high achievers. The gain from the exercise was retained among low, medium and high achievers after 15 days. Identification of mistakes in statements and their correction by a small group discussion is an effective, but unconventional revision exercise in biochemistry. Copyright 2014, NMJI.

The Effect of Accounting Question Response Formats on Student Performance

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Jonick, Christine; Schneider, Jennifer; Boylan, Daniel

2017-01-01

The purpose of the research is to examine the effect of different response formats on student performance on introductory accounting exam questions. The study analyzes 1104 accounting students' responses to quantitative questions presented in two formats: multiple-choice and fill-in. Findings indicate that response format impacts student…

Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes

Science.gov (United States)

Stanger-Hall, Kathrin F.

2012-01-01

Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not see the need to modify their study strategies for critical thinking, because the MC exam format has not changed. To test the effect of exam format, I used two sections of an introductory biology class. One section was assessed with exams in the traditional MC format, the other section was assessed with both MC and constructed-response (CR) questions. The mixed exam format was correlated with significantly more cognitively active study behaviors and a significantly better performance on the cumulative final exam (after accounting for grade point average and gender). There was also less gender-bias in the CR answers. This suggests that the MC-only exam format indeed hinders critical thinking in introductory science classes. Introducing CR questions encouraged students to learn more and to be better critical thinkers and reduced gender bias. However, student resistance increased as students adjusted their perceptions of their own critical-thinking abilities. PMID:22949426

Multiple-choice test of energy and momentum concepts

OpenAIRE

Singh, Chandralekha; Rosengrant, David

2016-01-01

We investigate student understanding of energy and momentum concepts at the level of introductory physics by designing and administering a 25-item multiple choice test and conducting individual interviews. We find that most students have difficulty in qualitatively interpreting basic principles related to energy and momentum and in applying them in physical situations.

Feasibility of a multiple-choice mini mental state examination for chronically critically ill patients.

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Miguélez, Marta; Merlani, Paolo; Gigon, Fabienne; Verdon, Mélanie; Annoni, Jean-Marie; Ricou, Bara

2014-08-01

Following treatment in an ICU, up to 70% of chronically critically ill patients present neurocognitive impairment that can have negative effects on their quality of life, daily activities, and return to work. The Mini Mental State Examination is a simple, widely used tool for neurocognitive assessment. Although of interest when evaluating ICU patients, the current version is restricted to patients who are able to speak. This study aimed to evaluate the feasibility of a visual, multiple-choice Mini Mental State Examination for ICU patients who are unable to speak. The multiple-choice Mini Mental State Examination and the standard Mini Mental State Examination were compared across three different speaking populations. The interrater and intrarater reliabilities of the multiple-choice Mini Mental State Examination were tested on both intubated and tracheostomized ICU patients. Mixed 36-bed ICU and neuropsychology department in a university hospital. Twenty-six healthy volunteers, 20 neurological patients, 46 ICU patients able to speak, and 30 intubated or tracheostomized ICU patients. None. Multiple-choice Mini Mental State Examination results correlated satisfactorily with standard Mini Mental State Examination results in all three speaking groups: healthy volunteers: intraclass correlation coefficient = 0.43 (95% CI, -0.18 to 0.62); neurology patients: 0.90 (95% CI, 0.82-0.95); and ICU patients able to speak: 0.86 (95% CI, 0.70-0.92). The interrater and intrarater reliabilities were good (0.95 [0.87-0.98] and 0.94 [0.31-0.99], respectively). In all populations, a Bland-Altman analysis showed systematically higher scores using the multiple-choice Mini Mental State Examination. Administration of the multiple-choice Mini Mental State Examination to ICU patients was straightforward and produced exploitable results comparable to those of the standard Mini Mental State Examination. It should be of interest for the assessment and monitoring of the neurocognitive

Question Generation and Adaptation Using a Bayesian Network of the Learner’s Achievements

NARCIS (Netherlands)

Wißner, M.; Linnebank, F.; Liem, J.; Bredeweg, B.; André, E.; Lane, H.C.; Yacef, K.; Mostow, J.; Pavlik, P.

2013-01-01

This paper presents a domain independent question generation and interaction procedure that automatically generates multiple-choice questions for conceptual models created with Qualitative Reasoning vocabulary. A Bayesian Network is deployed that captures the learning progress based on the answers

Questioning Chemistry: The Role of Level, Familiarity, Language and Taxonomy

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Rodrigues, Susan; Taylor, Neil; Cameron, Margaret; Syme-Smith, Lorraine; Fortuna, Colette

2010-01-01

This paper reports on data collected via an audience response system, where a convenience sample of 300 adults aged 17-50 pressed a button to register their answers for twenty multiple choice questions. The responses were then discussed with the respondents at the time. The original dataset includes physics, biology and chemistry questions. The…

The Instrument Implementation of Two-tier Multiple Choice to Analyze Students’ Science Process Skill Profile

Directory of Open Access Journals (Sweden)

Sukarmin Sukarmin

2018-01-01

Full Text Available This research is aimed to analyze the profile of students’ science process skill (SPS by using instrument two-tier multiple choice. This is a descriptive research that describes the profile of students’ SPS. Subjects of the research were 10th-grade students from high, medium and low categorized school. Instrument two-tier multiple choice consists of 30 question that contains an indicator of SPS. The indicator of SPS namely formulating a hypothesis, designing experiment, analyzing data, applying the concept, communicating, making a conclusion. Based on the result of the research and analysis, it shows that: 1 the average of indicator achievement of science process skill at high categorized school on formulating hypothesis is 74,55%, designing experiment is 74,89%, analyzing data is 67,89%, applying concept is 52,89%, communicating is 80,22%, making conclusion is 76%, 2. the average of indicator achievement of science process skill at medium categorized school on formulating hypothesis is 53,47%, designing experiment is 59,86%, analyzing data is 42,22%, applying concept is 33,19%, communicating is 76,25%, making conclusion is 61,53%, 3 the average of indicator achievement of science process skill at low categorized school on formulating hypothesis is 51%, designing experiment is 55,17%, analyzing data is 39,17%, applying concept is 35,83%, communicating is 58,83%, making conclusion is 58%.

Bridging the gap in 1(st) year dental material curriculum: A 3 year randomized cross over trial.

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Gali, Sivaranjani; Shetty, Vibha; Murthy, N S; Marimuthu, P

2015-01-01

Case-oriented small group discussions (COSGDs) can help students to correlate and integrate the basic science of dental materials into clinical application. We used COSGDs along with didactic lectures in dental material curriculum and hypothesized that case-oriented group discussions would be more effective than traditional lecture alone in terms of performance of students, student perception on the above two teaching methodologies and the feasibility in classes of 2010, 2011 and 2012. A total of 170 students were taught using both COSGD and didactic lecture in a randomized controlled crossover trial design. Their performance was assessed through multiple-choice questions (MCQs) as part of the formative assessment, and their perception was assessed through Likert scale questionnaire. The mean difference in the scores between case-oriented group discussions with lecture and didactic lecture showed significant difference only in few topics. Around 94-96% of students perceived COSGD with didactic lecture help them understand theory better; 76-92% of students feel more comfortable asking questions in a group discussion; 89-98% of students feel such discussions motivate them and 91-100% of students agree that discussions make the subject interesting in the respective years of 2010, 2011 and 2012. Effectiveness of COSGD in terms of scores through MCQs is comparable to traditional lecture. However, most of the students perceive COSGD help them understand the theory better; co-relate clinically; more motivating and interesting than a traditional lecture. Feasibility in institution needs more time and resources to conduct COSGD within the dental material curriculum.

Chemistry and biology by new multiple choice

International Nuclear Information System (INIS)

Seo, Hyeong Seok; Kim, Seong Hwan

2003-02-01

This book is divided into two parts, the first part is about chemistry, which deals with science of material, atom structure and periodic law, chemical combination and power between molecule, state of material and solution, chemical reaction and an organic compound. The second part give description of biology with molecule and cell, energy in cells and chemical synthesis, molecular biology and heredity, function on animal, function on plant and evolution and ecology. This book has explanation of chemistry and biology with new multiple choice.

The detection of cheating in multiple choice examinations

Science.gov (United States)

Richmond, Peter; Roehner, Bertrand M.

2015-10-01

Cheating in examinations is acknowledged by an increasing number of organizations to be widespread. We examine two different approaches to assess their effectiveness at detecting anomalous results, suggestive of collusion, using data taken from a number of multiple-choice examinations organized by the UK Radio Communication Foundation. Analysis of student pair overlaps of correct answers is shown to give results consistent with more orthodox statistical correlations for which confidence limits as opposed to the less familiar "Bonferroni method" can be used. A simulation approach is also developed which confirms the interpretation of the empirical approach. Then the variables Xi =(1 -Ui) Yi +Ui Z are a system of symmetric dependent binary variables (0 , 1 ; p) whose correlation matrix is ρij = r. The proof is easy and given in the paper. Let us add two remarks. • We used the expression "symmetric variables" to reflect the fact that all Xi play the same role. The expression "exchangeable variables" is often used with the same meaning. • The correlation matrix has only positive elements. This is of course imposed by the symmetry condition. ρ12 0, thus violating the symmetry requirement. In the following subsections we will be concerned with the question of uniqueness of the set of Xi generated above. Needless to say, it is useful to know whether the proposition gives the answer or only one among many. More precisely, the problem can be stated as follows.

Semi-automated categorization of open-ended questions

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Matthias Schonlau

2016-08-01

Full Text Available Text data from open-ended questions in surveys are difficult to analyze and are frequently ignored. Yet open-ended questions are important because they do not constrain respondents’ answer choices. Where open-ended questions are necessary, sometimes multiple human coders hand-code answers into one of several categories. At the same time, computer scientists have made impressive advances in text mining that may allow automation of such coding. Automated algorithms do not achieve an overall accuracy high enough to entirely replace humans. We categorize open-ended questions soliciting narrative responses using text mining for easy-to-categorize answers and humans for the remainder using expected accuracies to guide the choice of the threshold delineating between “easy” and “hard”. Employing multinomial boosting avoids the common practice of converting machine learning “confidence scores” into pseudo-probabilities. This approach is illustrated with examples from open-ended questions related to respondents’ advice to a patient in a hypothetical dilemma, a follow-up probe related to respondents’ perception of disclosure/privacy risk, and from a question on reasons for quitting smoking from a follow-up survey from the Ontario Smoker’s Helpline. Targeting 80% combined accuracy, we found that 54%-80% of the data could be categorized automatically in research surveys.

The development and validation of a two-tiered multiple-choice instrument to identify alternative conceptions in earth science

Science.gov (United States)

Mangione, Katherine Anna

This study was to determine reliability and validity for a two-tiered, multiple- choice instrument designed to identify alternative conceptions in earth science. Additionally, this study sought to identify alternative conceptions in earth science held by preservice teachers, to investigate relationships between self-reported confidence scores and understanding of earth science concepts, and to describe relationships between content knowledge and alternative conceptions and planning instruction in the science classroom. Eighty-seven preservice teachers enrolled in the MAT program participated in this study. Sixty-eight participants were female, twelve were male, and seven chose not to answer. Forty-seven participants were in the elementary certification program, five were in the middle school certification program, and twenty-nine were pursuing secondary certification. Results indicate that the two-tiered, multiple-choice format can be a reliable and valid method for identifying alternative conceptions. Preservice teachers in all certification areas who participated in this study may possess common alternative conceptions previously identified in the literature. Alternative conceptions included: all rivers flow north to south, the shadow of the Earth covers the Moon causing lunar phases, the Sun is always directly overhead at noon, weather can be predicted by animal coverings, and seasons are caused by the Earth's proximity to the Sun. Statistical analyses indicated differences, however not all of them significant, among all subgroups according to gender and certification area. Generally males outperformed females and preservice teachers pursuing middle school certification had higher scores on the questionnaire followed by those obtaining secondary certification. Elementary preservice teachers scored the lowest. Additionally, self-reported scores of confidence in one's answers and understanding of the earth science concept in question were analyzed. There was a

Mobile telecommunication networks choice among Ghanaians

Directory of Open Access Journals (Sweden)

Boateng Henry

2013-07-01

Full Text Available The paper investigates the factors influencing customers choice of telecommunication network in Ghana. The survey design was employed to enable the researchers perform statistical analysis. Questionnaire consisting of Likert scale question was used to collect the primary data. Multiple regression analysis was performed to ascertain the factors influencing customers’ choice of telecommunication networks. The study found six factors that influence customers to choose a particular network. These factors include; brand awareness, brand image, perceived quality, price, convenience and brand loyalty. The study concludes that all the six factors contribute to the factors that drive consumer choice of telecommunications service in Ghana.

Classroom Voting Questions to Stimulate Discussions in Precalculus

Science.gov (United States)

Cline, Kelly; Zullo, Holly; Huckaby, David A.; Storm, Christopher; Stewart, Ann

2018-01-01

Classroom voting can be an effective way to stimulate student discussions. In this pedagogy, the instructor poses a multiple-choice question to the class, and then allows a few minutes for consideration and small-group discussion before students vote, either with clickers, cell phones, or a non-electronic method. After the vote the instructor…

Using Module Analysis for Multiple Choice Responses: A New Method Applied to Force Concept Inventory Data

Science.gov (United States)

Brewe, Eric; Bruun, Jesper; Bearden, Ian G.

2016-01-01

We describe "Module Analysis for Multiple Choice Responses" (MAMCR), a new methodology for carrying out network analysis on responses to multiple choice assessments. This method is used to identify modules of non-normative responses which can then be interpreted as an alternative to factor analysis. MAMCR allows us to identify conceptual…

Using the Multiple Choice Procedure to Measure College Student Gambling

Science.gov (United States)

Butler, Leon Harvey

2010-01-01

Research suggests that gambling is similar to addictive behaviors such as substance use. In the current study, gambling was investigated from a behavioral economics perspective. The Multiple Choice Procedure (MCP) with gambling as the target behavior was used to assess for relative reinforcing value, the effect of alternative reinforcers, and…

A One-Day Dental Faculty Workshop in Writing Multiple-Choice Questions: An Impact Evaluation

NARCIS (Netherlands)

AlFaris, E.; Naeem, N; Irfan, F.; Qureshi, R.; Saad, H.; Sadhan, R. Al; Abdulghani, H.M.; Vleuten, C. van der

2015-01-01

Long training workshops on the writing of exam questions have been shown to be effective; however, the effectiveness of short workshops needs to be demonstrated. The aim of this study was to evaluate the impact of a one-day, seven-hour faculty development workshop at the College of Dentistry, King

FormScanner: Open-Source Solution for Grading Multiple-Choice Exams

Science.gov (United States)

Young, Chadwick; Lo, Glenn; Young, Kaisa; Borsetta, Alberto

2016-01-01

The multiple-choice exam remains a staple for many introductory physics courses. In the past, people have graded these by hand or even flaming needles. Today, one usually grades the exams with a form scanner that utilizes optical mark recognition (OMR). Several companies provide these scanners and particular forms, such as the eponymous…

Using just-in-time teaching and peer instruction in a residency program's core curriculum: enhancing satisfaction, engagement, and retention.

Science.gov (United States)

Schuller, Mary C; DaRosa, Debra A; Crandall, Marie L

2015-03-01

To assess use of the combined just-in-time teaching (JiTT) and peer instruction (PI) instructional strategy in a residency program's core curriculum. In 2010-2011, JiTT/PI was piloted in 31 core curriculum sessions taught by 22 faculty in the Northwestern University Feinberg School of Medicine's general surgery residency program. JiTT/PI required preliminary and categorical residents (n=31) to complete Web-based study questions before weekly specialty topic sessions. Responses were examined by faculty members "just in time" to tailor session content to residents' learning needs. In the sessions, residents answered multiple-choice questions (MCQs) using clickers and engaged in PI. Participants completed surveys assessing their perceptions of JiTT/PI. Videos were coded to assess resident engagement time in JiTT/PI sessions versus prior lecture-based sessions. Responses to topic session MCQs repeated in review sessions were evaluated to study retention. More than 70% of resident survey respondents indicated that JiTT/PI aided in the learning of key points. At least 90% of faculty survey respondents reported positive perceptions of aspects of the JiTT/PI strategy. Resident engagement time for JiTT/PI sessions was significantly greater than for prior lecture-based sessions (z=-2.4, P=.016). Significantly more review session MCQ responses were correct for residents who had attended corresponding JiTT/PI sessions than for residents who had not (chi-square=13.7; df=1; P<.001). JiTT/PI increased learner participation, learner retention, and the amount of learner-centered time. JiTT/PI represents an effective approach for meaningful and active learning in core curriculum sessions.

Multiple relationships: does the new ethics code answer the right questions?

Science.gov (United States)

Sonne, J L

1994-11-01

The new "Ethical Principles of Psychologists and Code of Conduct" (American Psychological Association, 1992) presented expanded attempts to clarify the ethical issues regarding multiple relationships and to provide useful guidance for psychologists. This article proposes that the new code fails to address adequately two basic questions necessary to provide psychologists with clear guidance: (a) What are multiple relationships? and (b) When do multiple relationships constitute unethical conduct? The article offers a definition of multiple relationships and identifies several dynamics operating within a professional relationship that are likely to be adversely affected by the imposition of a secondary relationship. Unethical multiple relationships are defined. Finally, the article suggests additions to the new code that would enhance its utility for psychologists.

Fostering dental student self-assessment of knowledge by confidence scoring of multiple-choice examinations.

Science.gov (United States)

McMahan, C Alex; Pinckard, R Neal; Jones, Anne Cale; Hendricson, William D

2014-12-01

Creating a learning environment that fosters student acquisition of self-assessment behaviors and skills is critically important in the education and training of health professionals. Self-assessment is a vital component of competent practice and lifelong learning. This article proposes applying a version of confidence scoring of multiple-choice questions as one avenue to address this crucial educational objective for students to be able to recognize and admit what they do not know. The confidence scoring algorithm assigns one point for a correct answer, deducts fractional points for an incorrect answer, but rewards students fractional points for leaving the question unanswered in admission that they are unsure of the correct answer. The magnitude of the reward relative to the deduction is selected such that the expected gain due to random guessing, even after elimination of all but one distractor, is never greater than the reward. Curricular implementation of this confidence scoring algorithm should motivate health professions students to develop self-assessment behaviors and enable them to acquire the skills necessary to critically evaluate the extent of their current knowledge throughout their professional careers. This is a professional development competency that is emphasized in the educational standards of the Commission on Dental Accreditation (CODA).

Item difficulty of multiple choice tests dependant on different item response formats – An experiment in fundamental research on psychological assessment

Directory of Open Access Journals (Sweden)

KLAUS D. KUBINGER

2007-12-01

Full Text Available Multiple choice response formats are problematical as an item is often scored as solved simply because the test-taker is a lucky guesser. Instead of applying pertinent IRT models which take guessing effects into account, a pragmatic approach of re-conceptualizing multiple choice response formats to reduce the chance of lucky guessing is considered. This paper compares the free response format with two different multiple choice formats. A common multiple choice format with a single correct response option and five distractors (“1 of 6” is used, as well as a multiple choice format with five response options, of which any number of the five is correct and the item is only scored as mastered if all the correct response options and none of the wrong ones are marked (“x of 5”. An experiment was designed, using pairs of items with exactly the same content but different response formats. 173 test-takers were randomly assigned to two test booklets of 150 items altogether. Rasch model analyses adduced a fitting item pool, after the deletion of 39 items. The resulting item difficulty parameters were used for the comparison of the different formats. The multiple choice format “1 of 6” differs significantly from “x of 5”, with a relative effect of 1.63, while the multiple choice format “x of 5” does not significantly differ from the free response format. Therefore, the lower degree of difficulty of items with the “1 of 6” multiple choice format is an indicator of relevant guessing effects. In contrast the “x of 5” multiple choice format can be seen as an appropriate substitute for free response format.

Formative student-authored question bank: perceptions, question quality and association with summative performance.

Science.gov (United States)

Walsh, Jason L; Harris, Benjamin H L; Denny, Paul; Smith, Phil

2018-02-01

There are few studies on the value of authoring questions as a study method, the quality of the questions produced by students and student perceptions of student-authored question banks. Here we evaluate PeerWise, a widely used and free online resource that allows students to author, answer and discuss multiple-choice questions. We introduced two undergraduate medical student cohorts to PeerWise (n=603). We looked at their patterns of PeerWise usage; identified associations between student engagement and summative exam performance; and used focus groups to assess student perceptions of the value of PeerWise for learning. We undertook item analysis to assess question difficulty and quality. Over two academic years, the two cohorts wrote 4671 questions, answered questions 606 658 times and posted 7735 comments. Question writing frequency correlated most strongly with summative performance (Spearman's rank: 0.24, p=<0.001). Student focus groups found that: (1) students valued curriculum specificity; and (2) students were concerned about student-authored question quality. Only two questions of the 300 'most-answered' questions analysed had an unacceptable discriminatory value (point-biserial correlation <0.2). Item analysis suggested acceptable question quality despite student concerns. Quantitative and qualitative methods indicated that PeerWise is a valuable study tool. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Impression formation of tests: retrospective judgments of performance are higher when easier questions come first.

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Jackson, Abigail; Greene, Robert L

2014-11-01

Four experiments are reported on the importance of retrospective judgments of performance (postdictions) on tests. Participants answered general knowledge questions and estimated how many questions they answered correctly. They gave higher postdictions when easy questions preceded difficult questions. This was true when time to answer each question was equalized and constrained, when participants were instructed not to write answers, and when questions were presented in a multiple-choice format. Results are consistent with the notion that first impressions predominate in overall perception of test difficulty.

Examining the Prediction of Reading Comprehension on Different Multiple-Choice Tests

Science.gov (United States)

Andreassen, Rune; Braten, Ivar

2010-01-01

In this study, 180 Norwegian fifth-grade students with a mean age of 10.5 years were administered measures of word recognition skills, strategic text processing, reading motivation and working memory. Six months later, the same students were given three different multiple-choice reading comprehension measures. Based on three forced-order…

Part I. Analyzing the distribution of gas law questions in chemistry textbooks. Part II. Chlorine-35 NQR spectra of group 1 and silver dichloromethanesulfonates

Science.gov (United States)

Gillette, Gabriel

Part I. Two studies involving the gas law questions in eight high school and Advanced Placement/college chemistry textbooks were performed using loglinear analysis to look for associations among six variables. These variables included Bloom's Taxonomy (higher-order, lower-order), Book Type (high school, college), Question Format (multiple-choice, problem, short answer), Question Placement (in-chapter, end-of-chapter, test bank), Representation (macroscopic, microscopic, symbolic), and Arkansas Science Standard (conceptual, mathematical; gas laws, pressure conversion, stoichiometry). The first study, involving the conceptual gas law questions, found the Book Type and Question Placement variables had the biggest impact, each appearing in 5 of the 11 significant associations. The second study, involving the mathematical gas law questions, found the Question Placement had the biggest impact, appearing in 7 of the 11 significant associations, followed by Book Type and the Arkansas Science Standard variables, which appeared in 5 of the 11 significant associations. These studies showed that compared to the high school books, college books have fewer multiple-choice questions (compared to short-answer and problem questions), fewer in-chapter questions (compared to end-of-chapter and test bank questions), fewer questions in the chapters and more questions at the end of the chapters and fewer multiple-choice questions in and at the end of the books and more multiple-choice questions in the test banks. Part II. The dichloromethanesulfonate salts of several +1 charged cations, M+Cl2CHSO3 - (M = Li, Na, K, Rb Ag, Cs Tl) were synthesized and studied by 35Cl nuclear quadrupole resonance (NQR). Dichloromethanesulfonic acid was prepared by the methanolysis of dichloromethanesulfonyl chloride, which was neutralized with the metal carbonates to produce the corresponding metal dichloromethanesulfonate salts. This study completed the NQR investigation of the family of chloroacetates

How do STEM-interested students pursue multiple interests in their higher educational choice?

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Vulperhorst, Jonne Pieter; Wessels, Koen Rens; Bakker, Arthur; Akkerman, Sanne Floor

2018-05-01

Interest in science, technology, engineering and mathematics (STEM) has lately received attention in research due to a gap between the number of STEM students and the needs of the labour market. As interest seems to be one of the most important factors in deciding what to study, we focus in the present study on how STEM-interested students weigh multiple interests in making educational choices. A questionnaire with both open-ended and closed-ended items was administered to 91 STEM-interested students enrolled in a STEM programme of a Dutch University for secondary school students. Results indicate that students find it important that a study programme allows them to pursue multiple interests. Some students pursued multiple interests by choosing to enrol in two programmes at the same time. Most students chose one programme that enabled them to combine multiple interests. Combinations of pursued interests were dependent on the disciplinary range of interests of students. Students who were interested in diverse domains combined interests in an educational programme across academic and non-academic domains, whilst students who were mainly interested in STEM combined only STEM-focused interests. Together these findings stress the importance of taking a multiple interest perspective on interest development and educational choice.

Multiple Choice Knapsack Problem: example of planning choice in transportation.

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Zhong, Tao; Young, Rhonda

2010-05-01

Transportation programming, a process of selecting projects for funding given budget and other constraints, is becoming more complex as a result of new federal laws, local planning regulations, and increased public involvement. This article describes the use of an integer programming tool, Multiple Choice Knapsack Problem (MCKP), to provide optimal solutions to transportation programming problems in cases where alternative versions of projects are under consideration. In this paper, optimization methods for use in the transportation programming process are compared and then the process of building and solving the optimization problems is discussed. The concepts about the use of MCKP are presented and a real-world transportation programming example at various budget levels is provided. This article illustrates how the use of MCKP addresses the modern complexities and provides timely solutions in transportation programming practice. While the article uses transportation programming as a case study, MCKP can be useful in other fields where a similar decision among a subset of the alternatives is required. Copyright 2009 Elsevier Ltd. All rights reserved.

The Inclusion of Science Process Skills in Multiple Choice Questions: Are We Getting Any Better?

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Elmas, Ridvan; Bodner, George M.; Aydogdu, Bulent; Saban, Yakup

2018-01-01

The goal of this study was to analyze the science and technology questions with respect to science process skills (SPS) included in the "Transition from Primary to Secondary Education" (TEOG) examination developed for use with 8th-grade students in Turkey. The 12 TEOG exams administered in the course of three academic years from 2014…

An intuitive graphical webserver for multiple-choice protein sequence search.

Science.gov (United States)

Banky, Daniel; Szalkai, Balazs; Grolmusz, Vince

2014-04-10

Every day tens of thousands of sequence searches and sequence alignment queries are submitted to webservers. The capitalized word "BLAST" becomes a verb, describing the act of performing sequence search and alignment. However, if one needs to search for sequences that contain, for example, two hydrophobic and three polar residues at five given positions, the query formation on the most frequently used webservers will be difficult. Some servers support the formation of queries with regular expressions, but most of the users are unfamiliar with their syntax. Here we present an intuitive, easily applicable webserver, the Protein Sequence Analysis server, that allows the formation of multiple choice queries by simply drawing the residues to their positions; if more than one residue are drawn to the same position, then they will be nicely stacked on the user interface, indicating the multiple choice at the given position. This computer-game-like interface is natural and intuitive, and the coloring of the residues makes possible to form queries requiring not just certain amino acids in the given positions, but also small nonpolar, negatively charged, hydrophobic, positively charged, or polar ones. The webserver is available at http://psa.pitgroup.org. Copyright © 2014 Elsevier B.V. All rights reserved.

Feedback-related brain activity predicts learning from feedback in multiple-choice testing.

Science.gov (United States)

Ernst, Benjamin; Steinhauser, Marco

2012-06-01

Different event-related potentials (ERPs) have been shown to correlate with learning from feedback in decision-making tasks and with learning in explicit memory tasks. In the present study, we investigated which ERPs predict learning from corrective feedback in a multiple-choice test, which combines elements from both paradigms. Participants worked through sets of multiple-choice items of a Swahili-German vocabulary task. Whereas the initial presentation of an item required the participants to guess the answer, corrective feedback could be used to learn the correct response. Initial analyses revealed that corrective feedback elicited components related to reinforcement learning (FRN), as well as to explicit memory processing (P300) and attention (early frontal positivity). However, only the P300 and early frontal positivity were positively correlated with successful learning from corrective feedback, whereas the FRN was even larger when learning failed. These results suggest that learning from corrective feedback crucially relies on explicit memory processing and attentional orienting to corrective feedback, rather than on reinforcement learning.

Visual Attention for Solving Multiple-Choice Science Problem: An Eye-Tracking Analysis

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Tsai, Meng-Jung; Hou, Huei-Tse; Lai, Meng-Lung; Liu, Wan-Yi; Yang, Fang-Ying

2012-01-01

This study employed an eye-tracking technique to examine students' visual attention when solving a multiple-choice science problem. Six university students participated in a problem-solving task to predict occurrences of landslide hazards from four images representing four combinations of four factors. Participants' responses and visual attention…

Multiple-Choice Exams and Guessing: Results from a One-Year Study of General Chemistry Tests Designed to Discourage Guessing

Science.gov (United States)

Campbell, Mark L.

2015-01-01

Multiple-choice exams, while widely used, are necessarily imprecise due to the contribution of the final student score due to guessing. This past year at the United States Naval Academy the construction and grading scheme for the department-wide general chemistry multiple-choice exams were revised with the goal of decreasing the contribution of…

Social attribution test--multiple choice (SAT-MC) in schizophrenia: comparison with community sample and relationship to neurocognitive, social cognitive and symptom measures.

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Bell, Morris D; Fiszdon, Joanna M; Greig, Tamasine C; Wexler, Bruce E

2010-09-01

This is the first report on the use of the Social Attribution Task - Multiple Choice (SAT-MC) to assess social cognitive impairments in schizophrenia. The SAT-MC was originally developed for autism research, and consists of a 64-second animation showing geometric figures enacting a social drama, with 19 multiple choice questions about the interactions. Responses from 85 community-dwelling participants and 66 participants with SCID confirmed schizophrenia or schizoaffective disorders (Scz) revealed highly significant group differences. When the two samples were combined, SAT-MC scores were significantly correlated with other social cognitive measures, including measures of affect recognition, theory of mind, self-report of egocentricity and the Social Cognition Index from the MATRICS battery. Using a cut-off score, 53% of Scz were significantly impaired on SAT-MC compared with 9% of the community sample. Most Scz participants with impairment on SAT-MC also had impairment on affect recognition. Significant correlations were also found with neurocognitive measures but with less dependence on verbal processes than other social cognitive measures. Logistic regression using SAT-MC scores correctly classified 75% of both samples. Results suggest that this measure may have promise, but alternative versions will be needed before it can be used in pre-post or longitudinal designs. (c) 2009 Elsevier B.V. All rights reserved.

Automatic Generation of Analogy Questions for Student Assessment: An Ontology-Based Approach

Science.gov (United States)

Alsubait, Tahani; Parsia, Bijan; Sattler, Uli

2012-01-01

Different computational models for generating analogies of the form "A is to B as C is to D" have been proposed over the past 35 years. However, analogy generation is a challenging problem that requires further research. In this article, we present a new approach for generating analogies in Multiple Choice Question (MCQ) format that can be used…

Cytogenetic Alterations in Multiple Myeloma: Prognostic Significance and the Choice of Frontline Therapy.

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Stella, Flavia; Pedrazzini, Estela; Agazzoni, Mara; Ballester, Oscar; Slavutsky, Irma

2015-01-01

Multiple myeloma tumor cells demonstrate multiple and often complex genetic lesions as evaluated by standard cytogenetic/FISH studies. Over the past decade, specific abnormalities have been associated with standard or high-risk clinical behavior and they have become strong prognostic indicators. Further, as evidenced by recent randomized clinical trials, the choice of front-line therapy (transplant vs. no transplant, inclusion of novel drugs such as bortezomib, thalidomide, and lenalidomide) may be able to overcome the adverse effect of high-risk genetic lesions.

Medical Students' vs. Family Physicians' Assessment of Practical and Logical Values of Pathophysiology Multiple-Choice Questions

Science.gov (United States)

Secic, Damir; Husremovic, Dzenana; Kapur, Eldan; Jatic, Zaim; Hadziahmetovic, Nina; Vojnikovic, Benjamin; Fajkic, Almir; Meholjic, Amir; Bradic, Lejla; Hadzic, Amila

2017-01-01

Testing strategies can either have a very positive or negative effect on the learning process. The aim of this study was to examine the degree of consistency in evaluating the practicality and logic of questions from a medical school pathophysiology test, between students and family medicine doctors. The study engaged 77 family medicine doctors…

Final Test Analysis of Post Graduate Medical Residents

Directory of Open Access Journals (Sweden)

Maliheh Arab

2009-04-01

Full Text Available Background and purpose: Multiple choice questions are the most frequent test for medical students. It is important to analysis the overall response to individual  questions in the test.The aim of this study is to analyse questions of post graduate medical residency  tests.Methods: Final annual local (Ramadan medical school and national tests given to three Residency groups  including  17 Obstetrics  and gynecology testees,  7 pediatrics  and  12 internal  medicine  in 2004 were studied. In local tests residents answered to 148, 150 and 144 and in national  tests to ISO MCQS. Questions were  evaluated regarding cognitive domain level, Difficultly index and Discriminative index  and finally to evaluate  the optimal,  proper, acceptable and  ''must  omitted" questions.Results: Questions of local Obstetrics and gynecology, pediatrics and internal medicine tests evaluated the "recall" level in 72%, 72% and 51% and in national  tests 71%,  35% and 19%,  respectively. Questions  with  Discriminative indices  of 0.7 or more (proper  were 3 and  5% in  Obstetrics  and gynecology, 3.5% and 1% in pediatrics and 1% in local and national tests. Proper difficulty indices (30-70  were shown in 53% and 54% in Obstetrics  and gynecology, 34% and 43% in pediatrics and 40% and  42% in internal  medicine.  Generally  evaluating,  "must  omitted" questions in local and national tests were 76% in Obstetrics and gynecology, 81% and 79% in pediatrics and 91% and 85% in internal medicine. The most common causes making the questions to be considered  "must omitted" in studied tests were negative, zero or less than 0.2 Discriminative indices.Conclusion: Test analysis  of final  annual  local  (Ramadan medical  school  and national  tests  of Obstetrics  and gynecology, Pediatrics and internal medicine residency  programs  in 2004 revealed that most of the questions  are planned  in  "recall" level, harbor  improper

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…

Integrating personalized medical test contents with XML and XSL-FO.

Science.gov (United States)

Toddenroth, Dennis; Dugas, Martin; Frankewitsch, Thomas

2011-03-01

In 2004 the adoption of a modular curriculum at the medical faculty in Muenster led to the introduction of centralized examinations based on multiple-choice questions (MCQs). We report on how organizational challenges of realizing faculty-wide personalized tests were addressed by implementation of a specialized software module to automatically generate test sheets from individual test registrations and MCQ contents. Key steps of the presented method for preparing personalized test sheets are (1) the compilation of relevant item contents and graphical media from a relational database with database queries, (2) the creation of Extensible Markup Language (XML) intermediates, and (3) the transformation into paginated documents. The software module by use of an open source print formatter consistently produced high-quality test sheets, while the blending of vectorized textual contents and pixel graphics resulted in efficient output file sizes. Concomitantly the module permitted an individual randomization of item sequences to prevent illicit collusion. The automatic generation of personalized MCQ test sheets is feasible using freely available open source software libraries, and can be efficiently deployed on a faculty-wide scale.

Efficient question answering with question decomposition and multiple answer streams

OpenAIRE

Hartrumpf, Sven; Glöckner, Ingo; Leveling, Johannes

2009-01-01

The German question answering (QA) system IRSAW (formerly: InSicht) participated in QA@CLEF for the fth time. IRSAW was introduced in 2007 by integrating the deep answer producer InSicht, several shallow answer producers, and a logical validator. InSicht builds on a deep QA approach: it transforms documents to semantic representations using a parser, draws inferences on semantic representations with rules, and matches semantic representations derived from questions and documents. InS...

Multiattribute Risky Choice Behavior: The Editing of Complex Prospects

OpenAIRE

John W. Payne; Dan J. Laughhunn; Roy Crum

1984-01-01

This investigation draws upon concepts from prospect theory (Kahneman and Tversky [Kahneman, D., A. Tversky. 1979. Prospect theory: an analysis of decisions under risk. Econometrica 47 263--291.]) and multiattribute utility theory (Keeney and Raiffa [Keeney, R. L., H. Raiffa. 1976. Decisions with Multiple Objectives: Preferences and Value Tradeoffs. Wiley, New York.]) in an examination of the multiattribute risky choice behavior of 128 managers. The questions of how managers edit multiattribu...

Step by Step: Biology Undergraduates’ Problem-Solving Procedures during Multiple-Choice Assessment

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Prevost, Luanna B.; Lemons, Paula P.

2016-01-01

This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this allowed us to systematically investigate their problem-solving procedures. We identified a range of procedures and organized them as domain general, domain specific, or hybrid. We also identified domain-general and domain-specific errors made by students during problem solving. We found that students use domain-general and hybrid procedures more frequently when solving lower-order problems than higher-order problems, while they use domain-specific procedures more frequently when solving higher-order problems. Additionally, the more domain-specific procedures students used, the higher the likelihood that they would answer the problem correctly, up to five procedures. However, if students used just one domain-general procedure, they were as likely to answer the problem correctly as if they had used two to five domain-general procedures. Our findings provide a categorization scheme and framework for additional research on biology problem solving and suggest several important implications for researchers and instructors. PMID:27909021

Is a picture worth a thousand words?

OpenAIRE

Holland, Jane C; O'Sullivan, Robin; Arnett, Richard

2013-01-01

Background: It has previously been suggested that the use of illustrations in MCQs may have variable effects on individual items. This study examines the effect of illustrated questions, as opposed to pure text, to discern if any overall bias between the two formats is detectable. Summary of work: We reviewed 6 Histology MCQ papers from our Medical Junior Cycle. Classical test theory analysis was performed on all MCQs, which were then divided into two groups, those with associated images a...

Benford's Law: textbook exercises and multiple-choice testbanks.

Science.gov (United States)

Slepkov, Aaron D; Ironside, Kevin B; DiBattista, David

2015-01-01

Benford's Law describes the finding that the distribution of leading (or leftmost) digits of innumerable datasets follows a well-defined logarithmic trend, rather than an intuitive uniformity. In practice this means that the most common leading digit is 1, with an expected frequency of 30.1%, and the least common is 9, with an expected frequency of 4.6%. Currently, the most common application of Benford's Law is in detecting number invention and tampering such as found in accounting-, tax-, and voter-fraud. We demonstrate that answers to end-of-chapter exercises in physics and chemistry textbooks conform to Benford's Law. Subsequently, we investigate whether this fact can be used to gain advantage over random guessing in multiple-choice tests, and find that while testbank answers in introductory physics closely conform to Benford's Law, the testbank is nonetheless secure against such a Benford's attack for banal reasons.

Benford's Law: textbook exercises and multiple-choice testbanks.

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Aaron D Slepkov

Full Text Available Benford's Law describes the finding that the distribution of leading (or leftmost digits of innumerable datasets follows a well-defined logarithmic trend, rather than an intuitive uniformity. In practice this means that the most common leading digit is 1, with an expected frequency of 30.1%, and the least common is 9, with an expected frequency of 4.6%. Currently, the most common application of Benford's Law is in detecting number invention and tampering such as found in accounting-, tax-, and voter-fraud. We demonstrate that answers to end-of-chapter exercises in physics and chemistry textbooks conform to Benford's Law. Subsequently, we investigate whether this fact can be used to gain advantage over random guessing in multiple-choice tests, and find that while testbank answers in introductory physics closely conform to Benford's Law, the testbank is nonetheless secure against such a Benford's attack for banal reasons.

A Cross-Sectional Analysis of Use of Information Technology by Selected Students of Health Colleges of a Saudi University.

Science.gov (United States)

Mahmood, Shahid; Al Jeaidi, Zaid; Al-Onazi, Mashari; Al-Shehri, Ahmed; Al-Harbi, Ahmed

2016-06-01

To determine the use of information technology (IT) among students of Medicine, Dentistry, and Pharmacy in Prince Sattam Bin AbdulAziz University, Al-Khraj, Saudi Arabia (PSAU). Across-sectional survey. From September 2014 to January, 2015. Aclose-ended questionnaire consisting of 30 multiple choice questions (MCQs) was distributed to the students. The questions were related to their access to computers, skills and training, computer activities, and internet access. Data analyses and descriptive analyses for various variables were performed using SPSS version 17.0. An overall response rate of 84.9% (488 out of 575) was obtained. All of the students (100%) had an access to the computers. Most of the students (61.9%) used computers for academic purposes. Amajority of the students (74.4%) preferred the use of powerpoint presentations aided by marker-and-board method for teaching. For communication from the colleges, 62.9% of the respondents preferred it through the email; 100% of the students had an email account. All of the students (100%) used internet; 83.1% considered the information as accurate. The internet was used by 47.6% of the students for seeking the medical information. All of the students had an access to ITand used it for their educational purposes.

All of the above: When multiple correct response options enhance the testing effect.

Science.gov (United States)

Bishara, Anthony J; Lanzo, Lauren A

2015-01-01

Previous research has shown that multiple choice tests often improve memory retention. However, the presence of incorrect lures often attenuates this memory benefit. The current research examined the effects of "all of the above" (AOTA) options. When such options are correct, no incorrect lures are present. In the first three experiments, a correct AOTA option on an initial test led to a larger memory benefit than no test and standard multiple choice test conditions. The benefits of a correct AOTA option occurred even without feedback on the initial test; for both 5-minute and 48-hour retention delays; and for both cued recall and multiple choice final test formats. In the final experiment, an AOTA question led to better memory retention than did a control condition that had identical timing and exposure to response options. However, the benefits relative to this control condition were similar regardless of the type of multiple choice test (AOTA or not). Results suggest that retrieval contributes to multiple choice testing effects. However, the extra testing effect from a correct AOTA option, rather than being due to more retrieval, might be due simply to more exposure to correct information.

Multiple choice exams of medical knowledge with open books and web access? A validity study

DEFF Research Database (Denmark)

O'Neill, Lotte; Simonsen, Eivind Ortind; Knudsen, Ulla Breth

2015-01-01

Background: Open book tests have been suggested to lower test anxiety and promote deeper learning strategies. In the Aarhus University medical program, ¼ of the curriculum assess students’ medical knowledge with ‘open book, open web’ (OBOW) multiple choice examinations. We found little existing...

Questioning English Standards: Learner Attitudes and L2 Choices in Norway

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Rindal, Ulrikke

2014-01-01

This study investigates attitudes towards varieties of English among Norwegian adolescent learners and assesses the role of social evaluation for second language (L2) pronunciation choices by combining a verbal guise test with speaker commentary and reports of language choices. The results suggest that while American English is the most accessible…

Constructing a multiple choice test to measure elementary school teachers' Pedagogical Content Knowledge of technology education.

NARCIS (Netherlands)

Rohaan, E.J.; Taconis, R.; Jochems, W.M.G.

2009-01-01

This paper describes the construction and validation of a multiple choice test to measure elementary school teachers' Pedagogical Content Knowledge of technology education. Pedagogical Content Knowledge is generally accepted to be a crucial domain of teacher knowledge and is, therefore, an important

Do Students Behave Rationally in Multiple Choice Tests? Evidence from a Field Experiment

OpenAIRE

María Paz Espinosa; Javier Gardeazabal

2013-01-01

A disadvantage of multiple choice tests is that students have incentives to guess. To discourage guessing, it is common to use scoring rules that either penalize wrong answers or reward omissions. In psychometrics, penalty and reward scoring rules are considered equivalent. However, experimental evidence indicates that students behave differently under penalty or reward scoring rules. These differences have been attributed to the different framing (penalty versus reward). In this paper, we mo...

Exploring Multiple Motivations on Urban Residents’ Travel Mode Choices: An Empirical Study from Jiangsu Province in China

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Jichao Geng

2017-01-01

Full Text Available People’s actions are always accompanied with multiple motives. How to estimate the role of the pro-environment motivation under the interference of other motivations will help us to better interpret human environmental behaviors. On the basis of classical motivation theories and travel mode choice research backgrounds, the concepts of pro-environmental and self-interested motivation were defined. Then based on survey data on 1244 urban residents in the Jiangsu Province in China, the multinomial logistic regression model was constructed to examine the effects of multiple motivations, government measures, and demographic characteristics on residents’ travel mode choice behaviors. The result indicates that compared to car use, pro-environmental motivation certainly has a significant and positive role in promoting green travel mode choices (walking, bicycling, and using public transport, but this unstable green behavior is always dominated by self-interested motivations rather than the pro-environmental motivation. In addition, the effects of gender, age, income, vehicle ownership, travel distance, and government instruments show significant differences among travel mode choices. The findings suggest that pro-environmental motivation needs to be stressed and highlighted to ensure sustainable urban transportation. However, policies aimed to only increase the public awareness of environment protection are not enough; tailored policy interventions should be targeted to specific groups having different main motivations.

MEDICAL STUDENTS’ FEEDBACK ABOUT FORMATIVE ASSESSMENT PATTERN

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Navajothi

2016-03-01

Full Text Available BACKGROUND Pharmacology is the toughest subject in the II MBBS syllabus. Students have to memorise a lot about the drugs’ name and classification. We are conducting internal assessment exams after completion of each system. Number of failures will be more than 60% in the internal assessments conducted during first six months of II MBBS course. AIM To assess the formative assessment pattern followed in our institution with the students’ feedback and modify the pattern according to the students’ feedback. SETTINGS & DESIGN Prospective Observational Study conducted at Department of Pharmacology, Government Sivagangai Medical College, Sivagangai, Tamil Nadu. MATERIALS AND METHODS Questionnaire was prepared and distributed to the 300 students of Government Sivagangai Medical College and feedback was collected. Data collected was analysed in Microsoft Excel 2007 version. RESULTS Received feedback from 274 students. Most (80% of the students wanted to attend the tests in all systems. Monthly assessment test was preferred by 47% of the students. Students who preferred to finish tests before holidays was 57%. Most (56% of the students preferred tests for 1 hour. Multiple choice question (MCQ type was preferred by 43%, which is not a routine question pattern. Only 7% preferred viva. Recall type of questions was preferred by 41% of the students. CONCLUSION In our institution, internal assessment is conducted as per the students’ mind setup. As the feedback has been the generally followed one, we will add MCQs in the forthcoming tests. Application type questions will be asked for more marks than Recall type of questions.

Using a Fine-Grained Multiple-Choice Response Format in Educational Drill-and-Practice Video Games

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Beserra, Vagner; Nussbaum, Miguel; Grass, Antonio

2017-01-01

When using educational video games, particularly drill-and-practice video games, there are several ways of providing an answer to a quiz. The majority of paper-based options can be classified as being either multiple-choice or constructed-response. Therefore, in the process of creating an educational drill-and-practice video game, one fundamental…

The Different Paths in the Franchising Entrepreneurship Choice

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Tomaras, Petros; Konstantopoulos, Nikolaos; Zondiros, Dimitris

2007-12-01

This study aims to testify the scientific veracity of the question: is the franchisees' choice on entrepreneurial start-up univocal or many-valued? Two variables are examined by registering daily activities of the entrepreneurial franchisees, as they appear by the answers given to a closed-ended questionnaire. We proceeded with a multiple variable statistical analysis (principal component analysis) of survey data collected from franchisees of a Greece-based franchise system. The results of the research indicate that among different value standards, the entrepreneurs conclude in choosing the franchising.

Multiple choices of time in quantum cosmology

International Nuclear Information System (INIS)

Małkiewicz, Przemysław

2015-01-01

It is often conjectured that a choice of time function merely sets up a frame for the quantum evolution of the gravitational field, meaning that all choices should be in some sense compatible. In order to explore this conjecture (and the meaning of compatibility), we develop suitable tools for determining the relation between quantum theories based on different time functions. First, we discuss how a time function fixes a canonical structure on the constraint surface. The presentation includes both the kinematical and the reduced perspective, and the relation between them. Second, we formulate twin theorems about the existence of two inequivalent maps between any two deparameterizations, a formal canonical and a coordinate one. They are used to separate the effects induced by choice of clock and other factors. We show, in an example, how the spectra of quantum observables are transformed under the change of clock and prove, via a general argument, the existence of choice-of-time-induced semiclassical effects. Finally, we study an example, in which we find that the semiclassical discrepancies can in fact be arbitrarily large for dynamical observables. We conclude that the values of critical energy density or critical volume in the bouncing scenarios of quantum cosmology cannot in general be at the Planck scale, and always need to be given with reference to a specific time function. (paper)

Calibrating the Medical Council of Canada's Qualifying Examination Part I using an integrated item response theory framework: a comparison of models and designs.

Science.gov (United States)

De Champlain, Andre F; Boulais, Andre-Philippe; Dallas, Andrew

2016-01-01

The aim of this research was to compare different methods of calibrating multiple choice question (MCQ) and clinical decision making (CDM) components for the Medical Council of Canada's Qualifying Examination Part I (MCCQEI) based on item response theory. Our data consisted of test results from 8,213 first time applicants to MCCQEI in spring and fall 2010 and 2011 test administrations. The data set contained several thousand multiple choice items and several hundred CDM cases. Four dichotomous calibrations were run using BILOG-MG 3.0. All 3 mixed item format (dichotomous MCQ responses and polytomous CDM case scores) calibrations were conducted using PARSCALE 4. The 2-PL model had identical numbers of items with chi-square values at or below a Type I error rate of 0.01 (83/3,499 or 0.02). In all 3 polytomous models, whether the MCQs were either anchored or concurrently run with the CDM cases, results suggest very poor fit. All IRT abilities estimated from dichotomous calibration designs correlated very highly with each other. IRT-based pass-fail rates were extremely similar, not only across calibration designs and methods, but also with regard to the actual reported decision to candidates. The largest difference noted in pass rates was 4.78%, which occurred between the mixed format concurrent 2-PL graded response model (pass rate= 80.43%) and the dichotomous anchored 1-PL calibrations (pass rate= 85.21%). Simpler calibration designs with dichotomized items should be implemented. The dichotomous calibrations provided better fit of the item response matrix than more complex, polytomous calibrations.

Questionable Word Choice in Scientific Writing in Orthopedic Surgery

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Casey M. O`Connor

2017-07-01

Full Text Available Background: Given the strong influence of thoughts, emotions, and behaviors on musculoskeletal symptoms andlimitations it’s important that both scientific and lay writing use the most positive, hopeful, and adaptive words andconcepts consistent with medical evidence. The use of words that might reinforce misconceptions about preferencesensitiveconditions (particularly those associated with age could increase symptoms and limitations and might alsodistract patients from the treatment preferences they would select when informed and at ease.Methods: We reviewed 100 consecutive papers published in 2014 and 2015 in 6 orthopedic surgery scientific journals.We counted the number and proportion of journal articles with questionable use of one or more of the following words:tear, aggressive, required, and fail. For each word, we counted the rate of misuse per journal and the number of specificterms misused per article per journalResults: Eighty percent of all orthopedic scientific articles reviewed had questionable use of at least one term. Tearwas most questionably used with respect to rotator cuff pathology. The words fail and require were the most commonquestionably used terms overall.Conclusion: The use of questionable words and concepts is common in scientific writing in orthopedic surgery. It’sworth considering whether traditional ways or referring to musculoskeletal illness merit rephrasing.

The Multiple-Choice Model: Some Solutions for Estimation of Parameters in the Presence of Omitted Responses

Science.gov (United States)

Abad, Francisco J.; Olea, Julio; Ponsoda, Vicente

2009-01-01

This article deals with some of the problems that have hindered the application of Samejima's and Thissen and Steinberg's multiple-choice models: (a) parameter estimation difficulties owing to the large number of parameters involved, (b) parameter identifiability problems in the Thissen and Steinberg model, and (c) their treatment of omitted…

Benford’s Law: Textbook Exercises and Multiple-Choice Testbanks

Science.gov (United States)

Slepkov, Aaron D.; Ironside, Kevin B.; DiBattista, David

2015-01-01

Benford’s Law describes the finding that the distribution of leading (or leftmost) digits of innumerable datasets follows a well-defined logarithmic trend, rather than an intuitive uniformity. In practice this means that the most common leading digit is 1, with an expected frequency of 30.1%, and the least common is 9, with an expected frequency of 4.6%. Currently, the most common application of Benford’s Law is in detecting number invention and tampering such as found in accounting-, tax-, and voter-fraud. We demonstrate that answers to end-of-chapter exercises in physics and chemistry textbooks conform to Benford’s Law. Subsequently, we investigate whether this fact can be used to gain advantage over random guessing in multiple-choice tests, and find that while testbank answers in introductory physics closely conform to Benford’s Law, the testbank is nonetheless secure against such a Benford’s attack for banal reasons. PMID:25689468

THE OCCUPATIONAL CHOICE AS A SOCIOLOGICAL PHENOMENON: QUESTIONS OF THE THEORY

Directory of Open Access Journals (Sweden)

A. I. Kravchenko

2017-01-01

Full Text Available At different stages of the history of various types of labor assigned to the members of the society forced or involuntary manner. Only in a market society, i.e., under capitalism, the process of securing the labor of employees assumes the character almost free occupational choice. On the professional preferences of the applicant affect not only his needs, desires, motivation and personal qualities, but also the situation on the labour market and economic situation of the family.In the Russian sociology there are two phenomena – the occupational choice and occupational selection. The occupational choice – a spontaneous process of finding an individual workplace, the characteristics of which would correspond to the characteristics of the person (inclinations, temperament, social status, place of residence, etc.. Occupational selection – purposeful selection of a single candidate among several applicants for vacancies, which is carried out expert – an employee of the organization, on the basis of the list of requirements that characterize a given workplace. Sociologists often use the definition that is offered by psychologists. According to the latest point of view, the occupational selection – a purposeful process of selecting a single candidate from the group of applicants for the position of those persons who meet the requirements of the workplace in their personal qualities.Occupational selection – the process by which a company or an organization chooses from among the candidates of one or more that best fit under the criteria of selection for the vacant position, taking into account the current environment conditions. The occupational choice, as opposed to professional self-determination (for E.I. Golovakha – a decision that affects only the near-term student life. American sociologist and psychologist D. Super believes that during the life (career, a person is forced to make a lot of choices (he considered a career as an �

Step by Step: Biology Undergraduates' Problem-Solving Procedures during Multiple-Choice Assessment.

Science.gov (United States)

Prevost, Luanna B; Lemons, Paula P

2016-01-01

This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this allowed us to systematically investigate their problem-solving procedures. We identified a range of procedures and organized them as domain general, domain specific, or hybrid. We also identified domain-general and domain-specific errors made by students during problem solving. We found that students use domain-general and hybrid procedures more frequently when solving lower-order problems than higher-order problems, while they use domain-specific procedures more frequently when solving higher-order problems. Additionally, the more domain-specific procedures students used, the higher the likelihood that they would answer the problem correctly, up to five procedures. However, if students used just one domain-general procedure, they were as likely to answer the problem correctly as if they had used two to five domain-general procedures. Our findings provide a categorization scheme and framework for additional research on biology problem solving and suggest several important implications for researchers and instructors. © 2016 L. B. Prevost and P. P. Lemons. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Multiple Hub Network Choice in the Liberalized European Market

Science.gov (United States)

Berechman, Joseph; deWit, Jaap

1997-01-01

. In the meantime, open skies agreements have been concluded between the USA and most of the EU member states to facilitate strategic alliances between airlines of the states involved. As a result of this on-going liberalization the model of the single 'national' carrier using the national home base as its single hub for the designated third, fourth and sixth freedom operations will stepwise disappear. Within the EU the concept of the national carrier has already been replaced by that of the community carrier. State ownership in more and more European carriers is reduced. On the longer run mergers or even bankruptcy will further undermine the "single national carrier - single national hub" model in Europe. In the meantime, strategic alliances between national carriers in Europe will already reduce the airlines' loyalty to a single airport. Profit maximization and accountability to share holders will supersede the loyalty of these newly emerging alliances, probably looking for the opportunities of a multiple hub network to adequately cover the whole European market. As a consequence, some European airports might see a substantial decline in arriving, departing and transfer traffic, thus in revenues and financial solvency, as well as in their connection to other inter-continental and intra-European destinations. At the same time, other airports might realize a significant increase in traffic as they will be sought after by the profit maximizing airlines as their major gateway hubs. Which will be the losing airports and which will be the winning ones? Can airports anticipate the actions of airlines in deregulated markets and utilize policies which will improve their relative position? If so, what should be these anticipatory policies? These questions become the more urgent, since an increasing number of major European airports will be privatized in the near future. Although increasing airport congestion in Europe will also be reflected in a growing demand pressure for

Differences in gender performance on competitive physics selection tests

Science.gov (United States)

Wilson, Kate; Low, David; Verdon, Matthew; Verdon, Alix

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] We have investigated gender differences in performance over the past eight years on the Australian Science Olympiad Exam (ASOE) for physics, which is taken by nearly 1000 high school students each year. The ASOE, run by Australian Science Innovations (ASI), is the initial stage of the process of selection of teams to represent Australia at the Asian and International Physics Olympiads. Students taking the exam are generally in their penultimate year of school and selected by teachers as being high performing in physics. Together with the overall differences in facility, we have investigated how the content and presentation of multiple-choice questions (MCQs) affects the particular answers selected by male and female students. Differences in the patterns of responses by male and female students indicate that males and females might be modeling situations in different ways. Some strong patterns were found in the gender gaps when the questions were categorized in five broad dimensions: content, process required, difficulty, presentation, and context. Almost all questions saw male students performing better, although gender differences were relatively small for questions with a more abstract context. Male students performed significantly better on most questions with a concrete context, although notable exceptions were found, including two such questions where female students performed better. Other categories that showed consistently large gaps favoring male students include questions with projectile motion and other two-dimensional motion or forces content, and processes involving interpreting diagrams. Our results have important implications, suggesting that we should be able to reduce the gender gaps in performance on MCQ tests by changing the way information is presented and setting questions in contexts that are less likely to favor males over females. This is important as MCQ tests are

Consumers' store choice behavior for fresh food

NARCIS (Netherlands)

Meulenberg, M.T.G.; Trijp, van J.C.M.

1991-01-01

Consumers' preference for fresh food stores is analyzed. In particular the choice between supermarkets and specialized shops for purchasing fresh food is analyzed. Attention is given to the factors influencing this choice. For this purpose a number of research questions with respect to store choice

Electricity contract choices of Finnish residential customers. A choice based conjoint analysis

Energy Technology Data Exchange (ETDEWEB)

Rouvinen, S.; Matero, J. (Univ. of Eastern Finland, Joensuu (Finland), School of Forest Sciences), e-mail: seppo.rouvinen@uef.fi, e-mail: jukka.matero@uef.fi

2010-07-01

Our aim is to examine how different environmental attributes of electricity contracts affect the residential customer choices when heterogeneity in customer preferences and motivations is taken into account. The data was acquired by a mail questionnaire to random sample of Finnish people in October-November 2009 with a response rate of 38 %. In addition to conventional questions, like questions on socio-demographic and agreements of energy related statements, the discrete choice experiment (DCE) of electricity contracts was included. The choice sets in the DCE had three electricity contract alternatives with varying levels of predetermined attributes (including unit price, supplier type, frequency of power outages, energy source and CO{sub 2} emissions). In this paper, we present the findings of our DCE design. Modeling respondent choices resulted in implicit prices for various electricity contract attributes that provide guidance for green marketing strategies of electricity suppliers and energy related informational activities of public institutions. We conclude that currently the potential for increasing demand-based environmental competitiveness from the wood electricity differentiation remains limited as we did not find any significant market segment of residential customers with strong preferences for wood over other sources of electricity (including 'mixture'). (orig.)

Airport choice model in multiple airport regions

Directory of Open Access Journals (Sweden)

Claudia Muñoz

2017-02-01

Full Text Available Purpose: This study aims to analyze travel choices made by air transportation users in multi airport regions because it is a crucial component when planning passenger redistribution policies. The purpose of this study is to find a utility function which makes it possible to know the variables that influence users’ choice of the airports on routes to the main cities in the Colombian territory. Design/methodology/approach: This research generates a Multinomial Logit Model (MNL, which is based on the theory of maximizing utility, and it is based on the data obtained on revealed and stated preference surveys applied to users who reside in the metropolitan area of Aburrá Valley (Colombia. This zone is the only one in the Colombian territory which has two neighboring airports for domestic flights. The airports included in the modeling process were Enrique Olaya Herrera (EOH Airport and José María Córdova (JMC Airport. Several structure models were tested, and the MNL proved to be the most significant revealing the common variables that affect passenger airport choice include the airfare, the price to travel the airport, and the time to get to the airport. Findings and Originality/value: The airport choice model which was calibrated corresponds to a valid powerful tool used to calculate the probability of each analyzed airport of being chosen for domestic flights in the Colombian territory. This is done bearing in mind specific characteristic of each of the attributes contained in the utility function. In addition, these probabilities will be used to calculate future market shares of the two airports considered in this study, and this will be done generating a support tool for airport and airline marketing policies.

Comparison of integrated testlet and constructed-response question formats

Directory of Open Access Journals (Sweden)

Aaron D. Slepkov

2014-09-01

Full Text Available Constructed-response (CR questions are a mainstay of introductory physics textbooks and exams. However, because of the time, cost, and scoring reliability constraints associated with this format, CR questions are being increasingly replaced by multiple-choice (MC questions in formal exams. The integrated testlet (IT is a recently developed question structure designed to provide a proxy of the pedagogical advantages of CR questions while procedurally functioning as set of MC questions. ITs utilize an answer-until-correct response format that provides immediate confirmatory or corrective feedback, and they thus allow not only for the granting of partial credit in cases of initially incorrect reasoning, but, furthermore, the ability to build cumulative question structures. Here, we report on a study that directly compares the functionality of ITs and CR questions in introductory physics exams. To do this, CR questions were converted to concept-equivalent ITs, and both sets of questions were deployed in midterm and final exams. We find that both question types provide adequate discrimination between stronger and weaker students, with CR questions discriminating slightly better than the ITs. There is some indication that any difference in discriminatory power may result from the baseline score for guessing that is inherent in MC testing. Meanwhile, an analysis of interrater scoring of the CR questions raises serious concerns about the reliability of the granting of partial credit when this traditional assessment technique is used in a realistic (but nonoptimized setting. Furthermore, we show evidence that partial credit is granted in a valid manner in the ITs. Thus, together with consideration of the vastly reduced costs of administering IT-based examinations compared to CR-based examinations, our findings indicate that ITs are viable replacements for CR questions in formal examinations where it is desirable both to assess concept integration and to

Effects of phentermine and pentobarbital on choice processes during multiple probability learning (MPL) and decision processes manipulated by pay-off conditions

NARCIS (Netherlands)

Volkerts, ER; VanLaar, MW; Verbaten, MN; Mulder, G; Maes, RAA

1997-01-01

The primary research question in this investigation concerned whether arousal manipulation by a stimulant (phentermine 20 mg) and a depressant (pentobarbital 100 mg) will oppositely affect choice behaviour in a probability learning task and decision processes manipulated by pay-off. A 3-source

Evaluation of five guidelines for option development in multiple-choice item-writing.

Science.gov (United States)

Martínez, Rafael J; Moreno, Rafael; Martín, Irene; Trigo, M Eva

2009-05-01

This paper evaluates certain guidelines for writing multiple-choice test items. The analysis of the responses of 5013 subjects to 630 items from 21 university classroom achievement tests suggests that an option should not differ in terms of heterogeneous content because such error has a slight but harmful effect on item discrimination. This also occurs with the "None of the above" option when it is the correct one. In contrast, results do not show the supposedly negative effects of a different-length option, the use of specific determiners, or the use of the "All of the above" option, which not only decreases difficulty but also improves discrimination when it is the correct option.

Analysis of the residential location choice and household energy consumption behavior by incorporating multiple self-selection effects

International Nuclear Information System (INIS)

Yu Biying; Junyi Zhang; Fujiwara, Akimasa

2012-01-01

It is expected that the residential location choice and household energy consumption behavior might correlate with each other. Besides, due to the existence of self-selection effects, the observed inter-relationship between them might be the spurious result of the fact that some unobserved variables are causing both. These concerns motivate us to (1) consider residential location choice and household energy consumption behavior (for both in-home appliances and out-of-home cars) simultaneously and, (2) explicitly control self-selection effects so as to capture a relatively true effect of land-use policy on household energy consumption behavior. An integrated model termed as joint mixed Multinomial Logit-Multiple Discrete-Continuous Extreme Value model is presented here to identify the sensitivity of household energy consumption to land use policy by considering multiple self-selection effects. The model results indicate that land-use policy do play a great role in changing Beijing residents’ energy consumption pattern, while the self-selection effects cannot be ignored when evaluating the effect of land-use policy. Based on the policy scenario design, it is found that increasing recreational facilities and bus lines in the neighborhood can greatly promote household's energy-saving behavior. Additionally, the importance of “soft policy” and package policy is also emphasized in the context of Beijing. - Highlights: ► Representing residential choice and household energy consumption behavior jointly. ► Land use policy is found effective to control the household energy use in Beijing. ► Multiple self-selection effects are posed to get the true effect of land use policy. ► Significant self-selection effects call an attention to the soft policy in Beijing. ► The necessity of package policy on saving Beijing residents’ energy use is confirmed.

Dynamic Testing of Analogical Reasoning in 5- to 6-Year-Olds : Multiple-Choice Versus Constructed-Response Training Items

NARCIS (Netherlands)

Stevenson, C.E.; Heiser, W.J.; Resing, W.C.M.

2016-01-01

Multiple-choice (MC) analogy items are often used in cognitive assessment. However, in dynamic testing, where the aim is to provide insight into potential for learning and the learning process, constructed-response (CR) items may be of benefit. This study investigated whether training with CR or MC

Mastering your Fellowship

African Journals Online (AJOL)

The MCQs will be based on the ten clinical domains of family medicine, the ... Please answer the following questions regarding this patient scenario. 2.1 Which ... Zambon M, Crook D, Mant D. Near patient testing for influenza in children in ...

Calibrating the Medical Council of Canada’s Qualifying Examination Part I using an integrated item response theory framework: a comparison of models and designs

Directory of Open Access Journals (Sweden)

Andre F. De Champlain

2016-01-01

Full Text Available Purpose: The aim of this research was to compare different methods of calibrating multiple choice question (MCQ and clinical decision making (CDM components for the Medical Council of Canada’s Qualifying Examination Part I (MCCQEI based on item response theory. Methods: Our data consisted of test results from 8,213 first time applicants to MCCQEI in spring and fall 2010 and 2011 test administrations. The data set contained several thousand multiple choice items and several hundred CDM cases. Four dichotomous calibrations were run using BILOG-MG 3.0. All 3 mixed item format (dichotomous MCQ responses and polytomous CDM case scores calibrations were conducted using PARSCALE 4. Results: The 2-PL model had identical numbers of items with chi-square values at or below a Type I error rate of 0.01 (83/3,499 or 0.02. In all 3 polytomous models, whether the MCQs were either anchored or concurrently run with the CDM cases, results suggest very poor fit. All IRT abilities estimated from dichotomous calibration designs correlated very highly with each other. IRT-based pass-fail rates were extremely similar, not only across calibration designs and methods, but also with regard to the actual reported decision to candidates. The largest difference noted in pass rates was 4.78%, which occurred between the mixed format concurrent 2-PL graded response model (pass rate= 80.43% and the dichotomous anchored 1-PL calibrations (pass rate= 85.21%. Conclusion: Simpler calibration designs with dichotomized items should be implemented. The dichotomous calibrations provided better fit of the item response matrix than more complex, polytomous calibrations.

Multiple-Choice Testing Using Immediate Feedback--Assessment Technique (IF AT®) Forms: Second-Chance Guessing vs. Second-Chance Learning?

Science.gov (United States)

Merrel, Jeremy D.; Cirillo, Pier F.; Schwartz, Pauline M.; Webb, Jeffrey A.

2015-01-01

Multiple choice testing is a common but often ineffective method for evaluating learning. A newer approach, however, using Immediate Feedback Assessment Technique (IF AT®, Epstein Educational Enterprise, Inc.) forms, offers several advantages. In particular, a student learns immediately if his or her answer is correct and, in the case of an…

Wh-question intonation in Peninsular Spanish: Multiple contours and the effect of task type

Directory of Open Access Journals (Sweden)

Nicholas C. Henriksen

2009-06-01

Full Text Available This paper reports on an experimental investigation of wh-question intonation in Peninsular Spanish. Speech data were collected from six León, Spain Peninsular Spanish speakers, and oral production data were elicited under two conditions: a computerized sentence reading task and an information gap task-oriented dialogue. The latter task was an adaptation of the HCRC Map Task method (cf. Anderson et al., 1991 and was designed to elicit multiple wh-question productions in an unscripted and more spontaneous speech style than the standard sentence reading task. Results indicate that four contours exist in the tonal inventory of the six speakers. The two most frequent contours were a final rise contour and a nuclear circumflex contour. Systematic task-based differences were found for four of the six speakers, indicating that sentence reading task data alone may not accurately reflect spontaneous speech tonal patterns (cf. Cruttenden, 2007; but see also Lickley, Schepman, & Ladd, 2005. The experimental findings serve to clarify a number of assumptions about the syntax-prosody interface underlying wh-question utterance signaling; they also have implications for research methods in intonation and task-based variation in laboratory phonology.

Are groups more likely to defer choice than their members?

Directory of Open Access Journals (Sweden)

Chris M. White

2011-04-01

Full Text Available When faced with a choice, people can normally select no option, i.e., defer choice. Previous research has investigated when and why individuals defer choice, but has almost never looked at these questions when groups of people make choices. Separate reasons predict that groups may be equally likely, more likely, or less likely than individuals to defer choice. We re-analyzed some previously published data and conducted a new experiment to address this question. We found that small groups of people tended to defer choice more often than their members would. Assuming that the groups used a plurality rule but gave additional weight to individual preferences to defer choice allowed the groups' responses to be predicted quite well. We discuss several possible explanations of these findings.

The impact of presentation format on visual attention and choice in discrete choice experiments

DEFF Research Database (Denmark)

Mueller Loose, Simone; Orquin, Jacob Lund

in the product mock-up presentation required significantly fewer fixations and less decision time, and more within-alternative transitions were observed compared to the verbal and visual presentation formats. Attributes presented visually or at larger size had a higher impact on participants’ choices......Objectives. Discrete choice experiments in which participants choose between alternatives differing on attribute levels are an important research method for preference elicitation. In such experiments choice stimuli is typically presented in tables with verbally described attributes, in tables...... with visual attributes, or as product mock-ups simulating realistic products as close as possible. So far little is known about how presentation formats affect visual attention patterns and choice behavior. This study addresses the question by analysing visual attention and part-worth utilities in choice...

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

Science.gov (United States)

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.

Commitment-based action: Rational choice theory and contrapreferential choice

Directory of Open Access Journals (Sweden)

Radovanović Bojana

2014-01-01

Full Text Available This paper focuses on Sen’s concept of contrapreferential choice. Sen has developed this concept in order to overcome weaknesses of the rational choice theory. According to rational choice theory a decision-maker can be always seen as someone who maximises utility, and each choice he makes as the one that brings to him the highest level of personal wellbeing. Sen argues that in some situations we chose alternatives that bring us lower level of wellbeing than we could achieve if we had chosen some other alternative available to us. This happens when we base our decisions on moral principles, when we act out of duty. Sen calls such action a commitment-based action. When we act out of commitment we actually neglect our preferences and thus we make a contrapreferential choice, as Sen argues. This paper shows that, contrary to Sen, a commitment-based action can be explained within the framework of rational choice theory. However, when each choice we make can be explained within the framework of rational choice theory, when in everything we do maximisation principle can be loaded, then the variety of our motives and traits is lost, and the explanatory power of the rational choice theory is questionable. [Projekat Ministarstva nauke Republike Srbije, br. 47009: Evropske integracije i društveno-ekonomske promene privrede Srbije na putu ka EU i br. 179015: Izazovi i perspektive strukturnih promena u Srbiji: Strateški pravci ekonomskog razvoja i usklađivanje sa zahtevima EU

Consumer Choice of Modularized Products : A Conjoint Choice Experiment Approach

NARCIS (Netherlands)

Dellaert, B.G.C.; Borgers, A.W.J.; Louviere, J.; Timmermans, H.J.P.

1998-01-01

Recent increases in flexibility and automation in the production of goods and services allow a growing number of suppliers to offer their products in flexible sets of modules from which consumers can create their own individualized packages. This paper addresses the question how consumer choices of

Loci of Causality and Orientation in Occupational and Educational Choices

Directory of Open Access Journals (Sweden)

Kalervo Friberg

2013-06-01

Full Text Available A student self-determination profile of occupational and educational choices was examined through the concepts of Locus of Causality and Locus of Orientation. Research questions associated with respondents’ certainty of occupation and orientation to vocational education were answered. The tested hypotheses were as follows: (a Independence, initiative, self-guidance, choice of discussion forums, and gender are related to certainty of future occupation choice and choice of vocational education; (b certainty of occupation relates to choosing vocational education; (c negatively biased media lessens interest in vocational education; and (d vocational education choices are related to gender. A survey of ninth-grade students in Finnish comprehensive school was conducted after implementation of a work-orientation program defined in the national comprehensive school curriculum. At the local school system level, 649 subjects of the mean ages of 16.0 years participated in an Internet survey in two school districts in southwestern Finland in 2008. The variables were inserted in Linear Multiple Regression Analysis in IBM SPSS. The means of vocational school choice and certainty of occupation, and vocational school choice and negative media image were compared in SPSS means. An independent-samples t test for vocational school choice and sex was conducted. Statistically significant regression models of loci of orientation and locus of causality were found. The more the respondents were certain of their occupation choice, the more they expressed their secondary education orientation to be vocational school. When students discussed their choices less at home, their orientation to vocational education weakened. A negative media image was not associated with vocational school choice in this data. The measured means for girls’ and boys’ orientations to vocational school did not show statistically significant differences.

An active-learning assignment requiring pharmacy students to write medicinal chemistry examination questions.

Science.gov (United States)

Kolluru, Srikanth

2012-08-10

To implement and assess the effectiveness of an assignment requiring doctor of pharmacy (PharmD) students to write examination questions for the medicinal chemistry sections of a pharmacotherapeutics course. Students were divided into groups of 5-6 and given detailed instructions and grading rubrics for writing multiple-choice examination questions on medicinal chemistry topics. The compiled student-written questions for each examination were provided to the entire class as a study aid. Approximately 5% of the student-written questions were used in course examinations. Student appreciation of and performance in the medicinal chemistry portion of the course was significantly better than that of the previous year's class. Also, students' responses on a qualitative survey instrument indicated that the assignment provided students' guidance on which concepts to focus on, helped them retain knowledge better, and fostered personal exploration of the content, which led to better performance on examinations. Adding an active-learning assignment in which students write examination questions for the medicinal chemistry portion of a pharmacotherapeutics course was an effective means of increasing students engagement in the class and knowledge of the course material.

Dynamic Testing of Analogical Reasoning in 5- to 6-Year-Olds: Multiple-Choice versus Constructed-Response Training Items

Science.gov (United States)

Stevenson, Claire E.; Heiser, Willem J.; Resing, Wilma C. M.

2016-01-01

Multiple-choice (MC) analogy items are often used in cognitive assessment. However, in dynamic testing, where the aim is to provide insight into potential for learning and the learning process, constructed-response (CR) items may be of benefit. This study investigated whether training with CR or MC items leads to differences in the strategy…

Two Philosophical Errors Concerning School Choice.

Science.gov (United States)

Brighouse, Harry

1997-01-01

Argues, in contrast to David Hargreaves, that libertarianism implies a mild presumption against school choice, and that notions of common good are significant to educational decision making only when deciding between sets of institutions that perform equally well at delivering their obligations. Links these issues to questions about school choice.…

Work Values and College Major Choice

Science.gov (United States)

Balsamo, Michela; Lauriola, Marco; Saggino, Aristide

2013-01-01

Our study sought to clarify the nature of the known individual differences in work values associated with academic college major choice, specifically the question whether these precede or follow the choice of an academic major. To rule out environmental influences during academic study, group differences in five value orientations were evaluated…

Evaluating the quality of medical multiple-choice items created with automated processes.

Science.gov (United States)

Gierl, Mark J; Lai, Hollis

2013-07-01

Computerised assessment raises formidable challenges because it requires large numbers of test items. Automatic item generation (AIG) can help address this test development problem because it yields large numbers of new items both quickly and efficiently. To date, however, the quality of the items produced using a generative approach has not been evaluated. The purpose of this study was to determine whether automatic processes yield items that meet standards of quality that are appropriate for medical testing. Quality was evaluated firstly by subjecting items created using both AIG and traditional processes to rating by a four-member expert medical panel using indicators of multiple-choice item quality, and secondly by asking the panellists to identify which items were developed using AIG in a blind review. Fifteen items from the domain of therapeutics were created in three different experimental test development conditions. The first 15 items were created by content specialists using traditional test development methods (Group 1 Traditional). The second 15 items were created by the same content specialists using AIG methods (Group 1 AIG). The third 15 items were created by a new group of content specialists using traditional methods (Group 2 Traditional). These 45 items were then evaluated for quality by a four-member panel of medical experts and were subsequently categorised as either Traditional or AIG items. Three outcomes were reported: (i) the items produced using traditional and AIG processes were comparable on seven of eight indicators of multiple-choice item quality; (ii) AIG items can be differentiated from Traditional items by the quality of their distractors, and (iii) the overall predictive accuracy of the four expert medical panellists was 42%. Items generated by AIG methods are, for the most part, equivalent to traditionally developed items from the perspective of expert medical reviewers. While the AIG method produced comparatively fewer plausible

An Australian Study Comparing the Use of Multiple-Choice Questionnaires with Assignments as Interim, Summative Law School Assessment

Science.gov (United States)

Huang, Vicki

2017-01-01

To the author's knowledge, this is the first Australian study to empirically compare the use of a multiple-choice questionnaire (MCQ) with the use of a written assignment for interim, summative law school assessment. This study also surveyed the same student sample as to what types of assessments are preferred and why. In total, 182 undergraduate…

Survey of teaching/learning of healthcare-associated infections in UK and Irish medical schools.

LENUS (Irish Health Repository)

O'Brien, D

2009-10-01

All medical doctors have an important role to play in the diagnosis, management and prevention of healthcare-associated infection (HCAI). Strengthening the contribution of medical doctors and medical students to HCAI prevention programmes should include measures that enhance knowledge, improve practice and develop appropriate attitudes to the safety and quality of patient care. The Hospital Infection Society (HIS) funded a review of medical education on HCAI throughout medical schools in the UK and the Republic of Ireland. A questionnaire was drafted and circulated to all medical schools and 31 of 38 (82%) responded. The prevalence and transmission of HCAI were taught by 97% and 100% of medical schools, respectively, but the importance of HCAI as a quality and safety issue was covered in only 60% of medical schools. Multiple choice questions (MCQs) and objective structure clinical examinations (OSCEs) were the most popular methods of assessment. Lectures, discussion of cases and practical demonstrations were considered useful by >90% of respondents and online material and log books by 67% and 60%, respectively. More than 80% were willing to share a common pool of educational resources. An agreed curriculum should be developed for educating medical students in HCAI prevention and control, to outline optimum methods for assessment and develop a shared pool of educational resources.

Can Facebook pages be a mode of blended learning to supplement in-class teaching in Saudi Arabia?

Science.gov (United States)

Anwar, Khurshid; Sajid, Muhammad Raihan; Cahusac, Peter; Shaikh, Abdul Ahad; Elgammal, Ahmad; Alshedoukhy, Ahlam; Kashir, Junaid

2017-09-01

The aim of this study was to examine the potential of a self-designed Facebook page on Neuroscience, to supplement in-class teaching as a mode of blended learning. Posts were split into multiple choice questions (MCQs), general interest articles, neuroscience-related external links and resources, and lecture notes and PowerPoint presentations. The study was divided into three distinct phases: before, during, and after the Neuroscience block. Student responses were evaluated via a self-developed questionnaire. Grades achieved by students undertaking the block in 2015 and 2014 were recorded, as were the grades achieved by the same cohort in concurrent blocks in the same year of study. Results showed that ~80% of students reported that use of the page enhanced their overall subject knowledge and exam preparation. Highest page activity occurred during the Neuroscience block. Peak activity occurred directly before summative assessments, with MCQ posts having the highest impact. The cohort of students with access to the Facebook page achieved better grades in the block compared with the previous cohort, despite similar average performance in other subjects. We demonstrate the utility of Facebook as a powerful tool for undergraduate education, supplementing in-class teaching, and assisting in exam preparation, potentially increasing average student performance. Copyright © 2017 the American Physiological Society.

Recall of Theoretical Pharmacology Knowledge by 6th Year Medical Students and Interns of Three Medical Schools in Riyadh, Saudi Arabia

Directory of Open Access Journals (Sweden)

A. A. Mustafa

2016-01-01

Full Text Available The aim of this research is to provide some insights into the ability of the sixth year medical students and interns to recall theoretical knowledge of pharmacology. A cross-sectional study was conducted among students who graduated from three different medical schools in Riyadh, Saudi Arabia. A questionnaire was distributed to male and female students in 3 different colleges of medicine. The questionnaire included demographic information and ten multiple choice questions (MCQs on basic pharmacology. Out of the 161 students, there were 39 females (24% and 122 males (76%. A total of 36 (22% students studied at a traditional learning school whereas 125 (78% students studied at problem based learning (PBL schools. The students were recruited from three universities: KSU, KSAU-HS, and KFMC-COM. In general, 31 students (19% of the participants scored ≥ 7 out of 10, 77 students (48% of them obtained a correct score of (4–6 out of 10, and 53 students (33% scored less than 4. The study showed no statistically significant difference in recalling pharmacology between traditional school and problem based learning school except for those who prepared for exams. Results suggest that pharmacology is a difficult subject. Reevaluations are needed in the way of teaching pharmacology.

Guide: Monitoring Programme for unannounced inspections undertaken against the National Standards for the Prevention and Control of Healthcare Associated Infections

LENUS (Irish Health Repository)

O'Brien, D

2009-10-01

All medical doctors have an important role to play in the diagnosis, management and prevention of healthcare-associated infection (HCAI). Strengthening the contribution of medical doctors and medical students to HCAI prevention programmes should include measures that enhance knowledge, improve practice and develop appropriate attitudes to the safety and quality of patient care. The Hospital Infection Society (HIS) funded a review of medical education on HCAI throughout medical schools in the UK and the Republic of Ireland. A questionnaire was drafted and circulated to all medical schools and 31 of 38 (82%) responded. The prevalence and transmission of HCAI were taught by 97% and 100% of medical schools, respectively, but the importance of HCAI as a quality and safety issue was covered in only 60% of medical schools. Multiple choice questions (MCQs) and objective structure clinical examinations (OSCEs) were the most popular methods of assessment. Lectures, discussion of cases and practical demonstrations were considered useful by >90% of respondents and online material and log books by 67% and 60%, respectively. More than 80% were willing to share a common pool of educational resources. An agreed curriculum should be developed for educating medical students in HCAI prevention and control, to outline optimum methods for assessment and develop a shared pool of educational resources.

Functional neuroimaging correlates of thinking flexibility and knowledge structure in memory: Exploring the relationships between clinical reasoning and diagnostic thinking.

Science.gov (United States)

Durning, Steven J; Costanzo, Michelle E; Beckman, Thomas J; Artino, Anthony R; Roy, Michael J; van der Vleuten, Cees; Holmboe, Eric S; Lipner, Rebecca S; Schuwirth, Lambert

2016-06-01

Diagnostic reasoning involves the thinking steps up to and including arrival at a diagnosis. Dual process theory posits that a physician's thinking is based on both non-analytic or fast, subconscious thinking and analytic thinking that is slower, more conscious, effortful and characterized by comparing and contrasting alternatives. Expertise in clinical reasoning may relate to the two dimensions measured by the diagnostic thinking inventory (DTI): memory structure and flexibility in thinking. Explored the functional magnetic resonance imaging (fMRI) correlates of these two aspects of the DTI: memory structure and flexibility of thinking. Participants answered and reflected upon multiple-choice questions (MCQs) during fMRI. A DTI was completed shortly after the scan. The brain processes associated with the two dimensions of the DTI were correlated with fMRI phases - assessing flexibility in thinking during analytical clinical reasoning, memory structure during non-analytical clinical reasoning and the total DTI during both non-analytical and analytical reasoning in experienced physicians. Each DTI component was associated with distinct functional neuroanatomic activation patterns, particularly in the prefrontal cortex. Our findings support diagnostic thinking conceptual models and indicate mechanisms through which cognitive demands may induce functional adaptation within the prefrontal cortex. This provides additional objective validity evidence for the use of the DTI in medical education and practice settings.

How much basic science content do second-year medical students remember from their first year?

Science.gov (United States)

Schneid, Stephen D; Pashler, Hal; Armour, Chris

2018-01-23

While most medical students generally perform well on examinations and pass their courses during the first year, we do not know how much basic science content they retain at the start of their second year and how that relates to minimal competency set by the faculty. In the fall of 2014, before starting their second-year courses, 27 medical students volunteered to participate in a study of long-term retention of the basic sciences by taking a "retention exam" after a delay of 5-11 months. The overall mean performance when the students initially answered the 60 multiple choice questions (MCQs) was 82.8% [standard deviation (SD) = 7.4%], which fell to 50.1% (SD = 12.1%) on the retention exam. This gave a mean retention of 60.4% (SD = 12.8%) with the retention for individual students ranging from 37 to 81%. The majority of students (23/27; 85%) fell below the minimal level of competency to start their second year. Medical educators should be more aware of the significant amount of forgetting that occurs during training and make better use of instructional strategies that promote long-term learning such as retrieval practice, interleaving, and spacing.

Gender and Ethnicity Differences in Multiple-Choice Testing. Effects of Self-Assessment and Risk-Taking Propensity

Science.gov (United States)

1993-05-01

correctness of the response provides I some advantages. They are: i 1. Increased reliability of the test; 2. Examinees pay more attention to the multiple...their choice 3 of test date. Each sign up sheet was divided into four cells: Non-Hispanic males and females and Hispanic males and females. 3 I I I...certain prestige and financial rewards; or entering a conservatory of music for advanced training with a well-known pianist . Mr. H realizes that even

Discrete choice models with multiplicative error terms

DEFF Research Database (Denmark)

Fosgerau, Mogens; Bierlaire, Michel

2009-01-01

The conditional indirect utility of many random utility maximization (RUM) discrete choice models is specified as a sum of an index V depending on observables and an independent random term ε. In general, the universe of RUM consistent models is much larger, even fixing some specification of V due...

Force Concept Inventory-based multiple-choice test for investigating students’ representational consistency

Directory of Open Access Journals (Sweden)

Pasi Nieminen

2010-08-01

Full Text Available This study investigates students’ ability to interpret multiple representations consistently (i.e., representational consistency in the context of the force concept. For this purpose we developed the Representational Variant of the Force Concept Inventory (R-FCI, which makes use of nine items from the 1995 version of the Force Concept Inventory (FCI. These original FCI items were redesigned using various representations (such as motion map, vectorial and graphical, yielding 27 multiple-choice items concerning four central concepts underpinning the force concept: Newton’s first, second, and third laws, and gravitation. We provide some evidence for the validity and reliability of the R-FCI; this analysis is limited to the student population of one Finnish high school. The students took the R-FCI at the beginning and at the end of their first high school physics course. We found that students’ (n=168 representational consistency (whether scientifically correct or not varied considerably depending on the concept. On average, representational consistency and scientifically correct understanding increased during the instruction, although in the post-test only a few students performed consistently both in terms of representations and scientifically correct understanding. We also compared students’ (n=87 results of the R-FCI and the FCI, and found that they correlated quite well.

The impact of presentation format on visual attention and choice in discrete choice experiments

DEFF Research Database (Denmark)

Mueller Loose, Simone; Orquin, Jacob Lund

with visual attributes, or as product mock-ups simulating realistic products as close as possible. So far little is known about how presentation formats affect visual attention patterns and choice behavior. This study addresses the question by analysing visual attention and part-worth utilities in choice...... experiments across three different presentation formats. Method. Participants’ visual attention was measured by means of eye tracking during a discrete choice experiment for yoghurt products varying on six attributes with two to four levels. The study used a mixed within-between subjects design in which...... the presentation format varied between a verbal information table, a table with visual attributes levels and a realistic product mock-up presentation. Results. A strong relationship between attention and choice was observed so that attributes with a higher importance for participant choices also received a higher...

Investigating the effect of question-driven pedagogy on the development of physics teacher candidates' pedagogical content knowledge

Science.gov (United States)

Milner-Bolotin, Marina; Egersdorfer, Davor; Vinayagam, Murugan

2016-12-01

This paper describes the second year of a multi-year study on the implementation of Peer Instruction and PeerWise-inspired pedagogies in a physics methods course in a teacher education program at a large research university in Western Canada. In the first year of this study, Peer Instruction was implemented consistently in the physics methods course and teacher candidates were asked to submit five conceptual multiple-choice questions as a final assignment. In the second year of the study we incorporated PeerWise online tool to facilitate teacher candidates' design of conceptual questions by allowing them to provide and receive feedback from their peers, and consequently improve their questions. We have found that as a result of this collaboration teacher candidates improved their pedagogical content knowledge as measured by the rubric developed for the study.

Investigating the effect of question-driven pedagogy on the development of physics teacher candidates’ pedagogical content knowledge

Directory of Open Access Journals (Sweden)

Marina Milner-Bolotin

2016-09-01

Full Text Available This paper describes the second year of a multi-year study on the implementation of Peer Instruction and PeerWise-inspired pedagogies in a physics methods course in a teacher education program at a large research university in Western Canada. In the first year of this study, Peer Instruction was implemented consistently in the physics methods course and teacher candidates were asked to submit five conceptual multiple-choice questions as a final assignment. In the second year of the study we incorporated PeerWise online tool to facilitate teacher candidates’ design of conceptual questions by allowing them to provide and receive feedback from their peers, and consequently improve their questions. We have found that as a result of this collaboration teacher candidates improved their pedagogical content knowledge as measured by the rubric developed for the study.

A Difficult Choice? : A study of which factors influence the choice of auditor

OpenAIRE

Embretzén, Johanna; Nilsson, Marie; Olofsson, Sandra

2007-01-01

Because all joint-stock companies in Sweden need to have an auditor we thought it would be interesting to study how companies choose their auditor and which factors influence their choice. Therefore our research question is: “Which factors influence joint-stock companies in their choice of auditor?” The main purpose of the study is to get a better and deeper understanding of the subject, in order to clarify the purpose we established three sub purposes: • Establish which determinants that pla...

More than the Verbal Stimulus Matters: Visual Attention in Language Assessment for People with Aphasia Using Multiple-Choice Image Displays

Science.gov (United States)

Heuer, Sabine; Ivanova, Maria V.; Hallowell, Brooke

2017-01-01

Purpose: Language comprehension in people with aphasia (PWA) is frequently evaluated using multiple-choice displays: PWA are asked to choose the image that best corresponds to the verbal stimulus in a display. When a nontarget image is selected, comprehension failure is assumed. However, stimulus-driven factors unrelated to linguistic…

Improving large class performance and engagement through student-generated question banks.

Science.gov (United States)

Hancock, Dale; Hare, Nicole; Denny, Paul; Denyer, Gareth

2018-03-12

Disciplines such as Biochemistry and Molecular Biology, which involve concepts not included in the high-school curriculum, are very challenging for many first year university students. These subjects are particularly difficult for students accustomed to surface learning strategies involving memorization and recall of facts, as a deeper understanding of the relationship between concepts is needed for successful transfer to related areas and subsequent study. In this article, we explore an activity in a very large first year Molecular Biology course, in which students create multiple-choice questions related to targeted learning outcomes, and then answer and evaluate one another's questions. This activity encompasses elements of both self- and peer-assessment and the generative tasks of creating questions and producing written feedback may contribute to a deeper understanding of the material. We make use of a free online platform to facilitate all aspects of the process and analyze the effect of student engagement with the task on overall course performance. When compared to previous semester's cohorts, we observe a pronounced improvement in class performance on exam questions targeting similar concepts to the student-generated questions. In addition, those students that engage to a greater extent with the activity perform significantly better on the targeted exam questions than those who are less active, yet all students perform similarly on a set of isolated control questions appearing on the same exam. © 2018 by The International Union of Biochemistry and Molecular Biology, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.

Choice, internal consistency, and rationality

OpenAIRE

Aditi Bhattacharyya; Prasanta K. Pattanaik; Yongsheng Xu

2010-01-01

The classical theory of rational choice is built on several important internal consistency conditions. In recent years, the reasonableness of those internal consistency conditions has been questioned and criticized, and several responses to accommodate such criticisms have been proposed in the literature. This paper develops a general framework to accommodate the issues raised by the criticisms of classical rational choice theory, and examines the broad impact of these criticisms from both no...

Connecting cognition and consumer choice.

Science.gov (United States)

Bartels, Daniel M; Johnson, Eric J

2015-02-01

We describe what can be gained from connecting cognition and consumer choice by discussing two contexts ripe for interaction between the two fields. The first-context effects on choice-has already been addressed by cognitive science yielding insights about cognitive process but there is promise for more interaction. The second is learning and representation in choice where relevant theories in cognitive science could be informed by consumer choice, and in return, could pose and answer new questions. We conclude by discussing how these two fields of research stand to benefit from more interaction, citing examples of how interfaces of cognitive science with other fields have been illuminating for theories of cognition. Copyright © 2014 Elsevier B.V. All rights reserved.

The Policy Choices of Bureaucrats: an institutional analysis

NARCIS (Netherlands)

S. Naseer (Shaheen)

2018-01-01

textabstractThis dissertation analyzes the over-arching question of how the institutional and social context of public bureaucracy impact the choices of bureaucrats. These choices are introduced in the form of inertial-preferences and identity-driven preferences in the decision-making of

Phrasal Paraphrase Based Question Reformulation for Archived Question Retrieval.

Directory of Open Access Journals (Sweden)

Yu Zhang

Full Text Available Lexical gap in cQA search, resulted by the variability of languages, has been recognized as an important and widespread phenomenon. To address the problem, this paper presents a question reformulation scheme to enhance the question retrieval model by fully exploring the intelligence of paraphrase in phrase-level. It compensates for the existing paraphrasing research in a suitable granularity, which either falls into fine-grained lexical-level or coarse-grained sentence-level. Given a question in natural language, our scheme first detects the involved key-phrases by jointly integrating the corpus-dependent knowledge and question-aware cues. Next, it automatically extracts the paraphrases for each identified key-phrase utilizing multiple online translation engines, and then selects the most relevant reformulations from a large group of question rewrites, which is formed by full permutation and combination of the generated paraphrases. Extensive evaluations on a real world data set demonstrate that our model is able to characterize the complex questions and achieves promising performance as compared to the state-of-the-art methods.

Topical questions in magnetic resonance imaging

International Nuclear Information System (INIS)

Andrew, E.R.; Florida Univ., Gainesville, FL; Florida Univ., Gainesville, FL

1989-01-01

This paper examines a number of practical questions concerning magnetic resonance imaging. These include the choice of operating magnetic field strength, the problem of siting and screening, a procedure for securing precise slice selection and the use of paramagnetic contrast agents. (author). 5 refs

Solving the redundancy allocation problem with multiple strategy choices using a new simplified particle swarm optimization

International Nuclear Information System (INIS)

Kong, Xiangyong; Gao, Liqun; Ouyang, Haibin; Li, Steven

2015-01-01

In most research on redundancy allocation problem (RAP), the redundancy strategy for each subsystem is assumed to be predetermined and fixed. This paper focuses on a specific RAP with multiple strategy choices (RAP-MSC), in which both active redundancy and cold standby redundancy can be selected as an additional decision variable for individual subsystems. To do so, the component type, redundancy strategy and redundancy level for each subsystem should be chosen subject to the system constraints appropriately such that the system reliability is maximized. Meanwhile, imperfect switching for cold standby redundancy is considered and a k-Erlang distribution is introduced to model the time-to-failure component as well. Given the importance and complexity of RAP-MSC, we propose a new efficient simplified version of particle swarm optimization (SPSO) to solve such NP-hard problems. In this method, a new position updating scheme without velocity is presented with stochastic disturbance and a low probability. Moreover, it is compared with several well-known PSO variants and other state-of-the-art approaches in the literature to evaluate its performance. The experiment results demonstrate the superiority of SPSO as an alternative for solving the RAP-MSC. - Highlights: • A more realistic RAP form with multiple strategy choices is focused. • Redundancy strategies are to be selected rather than fixed in general RAP. • A new simplified particle swarm optimization is proposed. • Higher reliabilities are achieved than the state-of-the-art approaches.

Solving the Single-Sink, Fixed-Charge, Multiple-Choice Transportation Problem by Dynamic Programming

DEFF Research Database (Denmark)

Rauff Lind Christensen, Tue; Klose, Andreas; Andersen, Kim Allan

important aspects of supplier selection, an important application of the SSFCTP, this does not reflect the real life situation. First, transportation costs faced by many companies are in fact piecewise linear. Secondly, when suppliers offer discounts, either incremental or all-unit discounts, such savings......The Single-Sink, Fixed-Charge, Multiple-Choice Transportation Problem (SSFCMCTP) is a problem with versatile applications. This problem is a generalization of the Single-Sink, Fixed-Charge Transportation Problem (SSFCTP), which has a fixed-charge, linear cost structure. However, in at least two...... are neglected in the SSFCTP. The SSFCMCTP overcome this problem by incorporating a staircase cost structure in the cost function instead of the usual one used in SSFCTP. We present a dynamic programming algorithm for the resulting problem. To enhance the performance of the generic algorithm a number...

Solving the Single-Sink, Fixed-Charge, Multiple-Choice Transportation Problem by Dynamic Programming

DEFF Research Database (Denmark)

Christensen, Tue; Andersen, Kim Allan; Klose, Andreas

2013-01-01

This paper considers a minimum-cost network flow problem in a bipartite graph with a single sink. The transportation costs exhibit a staircase cost structure because such types of transportation cost functions are often found in practice. We present a dynamic programming algorithm for solving...... this so-called single-sink, fixed-charge, multiple-choice transportation problem exactly. The method exploits heuristics and lower bounds to peg binary variables, improve bounds on flow variables, and reduce the state-space variable. In this way, the dynamic programming method is able to solve large...... instances with up to 10,000 nodes and 10 different transportation modes in a few seconds, much less time than required by a widely used mixed-integer programming solver and other methods proposed in the literature for this problem....

Dynamic Portfolio Choice with Frictions

DEFF Research Database (Denmark)

Garleanu, Nicolae; Heje Pedersen, Lasse

2016-01-01

We show how portfolio choice can be modeled in continuous time with transitory and persistent transaction costs, multiple assets, multiple signals predicting returns, and general signal dynamics. The objective function is derived from the limit of discrete-time models with endogenous transaction...

Constructing food choice decisions.

Science.gov (United States)

Sobal, Jeffery; Bisogni, Carole A

2009-12-01

Food choice decisions are frequent, multifaceted, situational, dynamic, and complex and lead to food behaviors where people acquire, prepare, serve, give away, store, eat, and clean up. Many disciplines and fields examine decision making. Several classes of theories are applicable to food decision making, including social behavior, social facts, and social definition perspectives. Each offers some insights but also makes limiting assumptions that prevent fully explaining food choice decisions. We used constructionist social definition perspectives to inductively develop a food choice process model that organizes a broad scope of factors and dynamics involved in food behaviors. This food choice process model includes (1) life course events and experiences that establish a food choice trajectory through transitions, turning points, timing, and contexts; (2) influences on food choices that include cultural ideals, personal factors, resources, social factors, and present contexts; and (3) a personal system that develops food choice values, negotiates and balances values, classifies foods and situations, and forms/revises food choice strategies, scripts, and routines. The parts of the model dynamically interact to make food choice decisions leading to food behaviors. No single theory can fully explain decision making in food behavior. Multiple perspectives are needed, including constructionist thinking.

Angelina′s choice

Directory of Open Access Journals (Sweden)

Nishu Singh Goel

2013-01-01

Full Text Available This is an opinion piece on how a celebrity′s personal choice to undergo prophylactic mastectomy on discovery of an aberrant gene, when publicly promoted, carries in itself the power to influence and impact healthcare trends and decisions. When celebrities advocate causes that are universally and uniformly acceptable and indisputable as the best in the realm of healthcare and cure (e.g. no smoking, it creates well-being and awareness in society at large. But those which are personal choices made out of a repertoire of other available and effective options may, because of celebrity preference, don the mantle of a norm. They thus run the danger of being blindly replicated by others without proper awareness and knowledge of the true potential of disease, risk factors, and other existing remedial or risk-reducing measures. Society should thus be encouraged to question, debate, and understand the validity, authenticity, and reason of the choices, especially those with a medical basis. This tempering of information with intelligence and rationale and making informed choices based on facts will serve humanity as a whole.

Simultaneous modeling of visual saliency and value computation improves predictions of economic choice.

Science.gov (United States)

Towal, R Blythe; Mormann, Milica; Koch, Christof

2013-10-01

Many decisions we make require visually identifying and evaluating numerous alternatives quickly. These usually vary in reward, or value, and in low-level visual properties, such as saliency. Both saliency and value influence the final decision. In particular, saliency affects fixation locations and durations, which are predictive of choices. However, it is unknown how saliency propagates to the final decision. Moreover, the relative influence of saliency and value is unclear. Here we address these questions with an integrated model that combines a perceptual decision process about where and when to look with an economic decision process about what to choose. The perceptual decision process is modeled as a drift-diffusion model (DDM) process for each alternative. Using psychophysical data from a multiple-alternative, forced-choice task, in which subjects have to pick one food item from a crowded display via eye movements, we test four models where each DDM process is driven by (i) saliency or (ii) value alone or (iii) an additive or (iv) a multiplicative combination of both. We find that models including both saliency and value weighted in a one-third to two-thirds ratio (saliency-to-value) significantly outperform models based on either quantity alone. These eye fixation patterns modulate an economic decision process, also described as a DDM process driven by value. Our combined model quantitatively explains fixation patterns and choices with similar or better accuracy than previous models, suggesting that visual saliency has a smaller, but significant, influence than value and that saliency affects choices indirectly through perceptual decisions that modulate economic decisions.

A forecast of household ownership and use of alternative fuel vehicles: A multiple discrete-continuous choice approach

Energy Technology Data Exchange (ETDEWEB)

Ahn, Jiwoon [Korea Energy Economics Institute, Naeson 2-dong, Uiwang-si, Gyeonggi-do, 437-713 (Korea); Jeong, Gicheol [Technology Management, Economics and Policy Program, 37-402, College of Engineering, Seoul National University, San 56-1, Sillim-dong, Gwanak-gu, Seoul, 151-744 (Korea); Kim, Yeonbae [Technology Management, Economics and Policy Program, 37-318, College of Engineering, Seoul National University, San 56-1, Sillim-dong, Gwanak-gu, South Seoul, 151-744 (Korea)

2008-09-15

The paper analyzes how adding alternative fuel passenger cars to the market will affect patterns in demand for passenger cars. We use conjoint analysis and a multiple discrete-continuous choice model to estimate consumer preferences regarding alternative fuel vehicles, and based on the estimates we conduct a simulation to analyze changing rates of ownership and use of variously fueled passenger cars under the effect of the introduction of alternative fuel passenger cars. In addition, we estimate changes in overall fuel consumption and the emission of pollutants. The results show that gasoline-fueled cars will still be most consumers' first choice, but alternative fuel passenger cars will nevertheless compete and offer a substitute for the purchase and use of gasoline-fueled or diesel-fueled cars. Finally, results show that adding alternative fuel cars to the market would effectively lower gasoline and diesel fuel consumption and the emission of pollutants. (author)

A forecast of household ownership and use of alternative fuel vehicles: A multiple discrete-continuous choice approach

International Nuclear Information System (INIS)

Ahn, Jiwoon; Jeong, Gicheol; Kim, Yeonbae

2008-01-01

The paper analyzes how adding alternative fuel passenger cars to the market will affect patterns in demand for passenger cars. We use conjoint analysis and a multiple discrete-continuous choice model to estimate consumer preferences regarding alternative fuel vehicles, and based on the estimates we conduct a simulation to analyze changing rates of ownership and use of variously fueled passenger cars under the effect of the introduction of alternative fuel passenger cars. In addition, we estimate changes in overall fuel consumption and the emission of pollutants. The results show that gasoline-fueled cars will still be most consumers' first choice, but alternative fuel passenger cars will nevertheless compete and offer a substitute for the purchase and use of gasoline-fueled or diesel-fueled cars. Finally, results show that adding alternative fuel cars to the market would effectively lower gasoline and diesel fuel consumption and the emission of pollutants. (author)

Difficult Questions of Difficult Questions: The Role of The Researcher and Transcription Styles

Science.gov (United States)

Henderson, Holly

2018-01-01

This paper refracts a comparison of three distinct transcription styles through questions of researcher reflexivity. It uses the data from a single question asked by the researcher in multiple interviews for a small empirical project. These data are transcribed in three ways, and the resulting transcripts are discussed in relation to the analysis…

Differences in gender performance on competitive physics selection tests

Directory of Open Access Journals (Sweden)

Kate Wilson

2016-08-01

Full Text Available [This paper is part of the Focused Collection on Gender in Physics.] We have investigated gender differences in performance over the past eight years on the Australian Science Olympiad Exam (ASOE for physics, which is taken by nearly 1000 high school students each year. The ASOE, run by Australian Science Innovations (ASI, is the initial stage of the process of selection of teams to represent Australia at the Asian and International Physics Olympiads. Students taking the exam are generally in their penultimate year of school and selected by teachers as being high performing in physics. Together with the overall differences in facility, we have investigated how the content and presentation of multiple-choice questions (MCQs affects the particular answers selected by male and female students. Differences in the patterns of responses by male and female students indicate that males and females might be modeling situations in different ways. Some strong patterns were found in the gender gaps when the questions were categorized in five broad dimensions: content, process required, difficulty, presentation, and context. Almost all questions saw male students performing better, although gender differences were relatively small for questions with a more abstract context. Male students performed significantly better on most questions with a concrete context, although notable exceptions were found, including two such questions where female students performed better. Other categories that showed consistently large gaps favoring male students include questions with projectile motion and other two-dimensional motion or forces content, and processes involving interpreting diagrams. Our results have important implications, suggesting that we should be able to reduce the gender gaps in performance on MCQ tests by changing the way information is presented and setting questions in contexts that are less likely to favor males over females. This is important as MCQ

Rational Choice Theory in Sociology: A Methodological Argument

Directory of Open Access Journals (Sweden)

ALEXANDRA GHEONDEA-ELADI

2013-07-01

Full Text Available În the last years, rational choice theory (RCT took over a lot of the social sciences, almost polarizing discussions in sociology, such that I was able to hear questions like: are there any other theories in sociology, besides rational choice theory? Although the answer to this question is clearly yes, what seems to be important to avoid is that the moment when this theory monopolizes behavioural explanations in a multi-paradigmatic discipline should not come from partial or incomplete knowledge of it. Consequently, I decided to write this article with two goals in mind: one, to make a review of what rational choice theory is and means to sociology and secondly, to shortly present a research which questioned the structuring of social events according to this theory[1]. In the first part of this paper, I will present the main aspects of rational choice theory, such that I can argue for choosing one of its variants in the second section. In the last part I will present the methodology I used to explore the closeness of the Volunteer's Dilemma (as Diekmann (1985, 1993 proposed it to the volunteering situation in Romania. I shall do this by aid of institutional analysis and interview analysis. The results of the research will be briefly described, such that, in the end, the conclusions can summarize the main ideas about rational choice theory emerging from this article.

RATIONAL CHOICE THEORY IN SOCIOLOGY: A METHODOLOGICAL ARGUMENT

Directory of Open Access Journals (Sweden)

ALEXANDRA GHEONDEA-ELADI

2013-01-01

Full Text Available În the last years, rational choice theory (RCT took over a lot of the social sciences, almost polarizing discussions in sociology, such that I was able to hear questions like: are there any other theories in sociology, besides rational choice theory? Although the answer to this question is clearly yes, what seems to be important to avoid is that the moment when this theory monopolizes behavioural explanations in a multi-paradigmatic discipline should not come from partial or incomplete knowledge of it. Consequently, I decided to write this article with two goals in mind: one, to make a review of what rational choice theory is and means to sociology and secondly, to shortly present a research which questioned the structuring of social events according to this theory2. In the first part of this paper, I will present the main aspects of rational choice theory, such that I can argue for choosing one of its variants in the second section. In the last part I will present the methodology I used to explore the closeness of the Volunteer’s Dilemma (as Diekmann (1985, 1993 proposed it to the volunteering situation in Romania. I shall do this by aid of institutional analysis and interview analysis. The results of the research will be briefly described, such that, in the end, the conclusions can summarize the main ideas about rational choice theory emerging from this article

Post-Graduate Student Performance in "Supervised In-Class" vs. "Unsupervised Online" Multiple Choice Tests: Implications for Cheating and Test Security

Science.gov (United States)

Ladyshewsky, Richard K.

2015-01-01

This research explores differences in multiple choice test (MCT) scores in a cohort of post-graduate students enrolled in a management and leadership course. A total of 250 students completed the MCT in either a supervised in-class paper and pencil test or an unsupervised online test. The only statistically significant difference between the nine…

Change in hippocampal theta oscillation associated with multiple lever presses in a bimanual two-lever choice task for robot control in rats.

Directory of Open Access Journals (Sweden)

Norifumi Tanaka

Full Text Available Hippocampal theta oscillations have been implicated in working memory and attentional process, which might be useful for the brain-machine interface (BMI. To further elucidate the properties of the hippocampal theta oscillations that can be used in BMI, we investigated hippocampal theta oscillations during a two-lever choice task. During the task body-restrained rats were trained with a food reward to move an e-puck robot towards them by pressing the correct lever, ipsilateral to the robot several times, using the ipsilateral forelimb. The robot carried food and moved along a semicircle track set in front of the rat. We demonstrated that the power of hippocampal theta oscillations gradually increased during a 6-s preparatory period before the start of multiple lever pressing, irrespective of whether the correct lever choice or forelimb side were used. In addition, there was a significant difference in the theta power after the first choice, between correct and incorrect trials. During the correct trials the theta power was highest during the first lever-releasing period, whereas in the incorrect trials it occurred during the second correct lever-pressing period. We also analyzed the hippocampal theta oscillations at the termination of multiple lever pressing during the correct trials. Irrespective of whether the correct forelimb side was used, the power of hippocampal theta oscillations gradually decreased with the termination of multiple lever pressing. The frequency of theta oscillation also demonstrated an increase and decrease, before and after multiple lever pressing, respectively. There was a transient increase in frequency after the first lever press during the incorrect trials, while no such increase was observed during the correct trials. These results suggested that hippocampal theta oscillations reflect some aspects of preparatory and cognitive neural activities during the robot controlling task, which could be used for BMI.

Development and conceptual validation of a questionnaire to help contraceptive choice: CHLOE (Contraception: HeLping for wOmen's choicE).

Science.gov (United States)

Jamin, Christian Georges; Häusler, Gunther; Lobo Abascal, Paloma; Fiala, Christian; Lete Lasa, Luis Ignacio; Nappi, Rossella Elena; Micheletti, Marie-Christine; Fernández-Dorado, Ana; Pintiaux, Axelle; Chabbert-Buffet, Natalie

2017-08-01

The aim of this research was to develop a questionnaire to facilitate choice of the most appropriate contraceptive method for individual women. A literature review was conducted to identify key aspects influencing contraceptive choice and inform development of a questionnaire for online completion. Questionnaire development was overseen by a steering committee consisting of eight gynaecologists from across Europe. The initial draft underwent conceptual validation through cognitive debriefing interviews with six native English-speaking women. A qualitative content analysis was conducted to accurately identify potential issues and areas for questionnaire improvement. A revised version of the questionnaire then underwent face-to-face and online evaluation by 115 international gynaecologists/obstetricians with expertise in contraception, prior to development of a final version. The final conceptually validated Contraception: HeLping for wOmen's choicE (CHLOE) questionnaire takes ≤10 min to complete and includes three sections to elicit general information about the individual, the health conditions that might influence contraceptive choice, and the woman's needs and preferences that might influence contraceptive choice. The questionnaire captures the core aspects of personalisation, efficacy and safety, identified as key attributes influencing contraceptive choice, and consists of 24 closed-ended questions for online completion prior to a health care provider (HCP) consultation. The HCP receives a summary of the responses. The CHLOE questionnaire has been developed to help women choose the contraception that best suits their needs and situation while optimising the HCP's time.

Using peer discussion facilitated by clicker questions in an informal education setting: enhancing farmer learning of science.

Directory of Open Access Journals (Sweden)

Michelle K Smith

Full Text Available Blueberry growers in Maine attend annual Cooperative Extension presentations given by university faculty members. These presentations cover topics, such as, how to prevent plant disease and monitor for insect pests. In 2012, in order to make the sessions more interactive and promote learning, clicker questions and peer discussion were incorporated into the presentations. Similar to what has been shown at the undergraduate level, after peer discussion, more blueberry growers gave correct answers to multiple-choice questions than when answering independently. Furthermore, because blueberry growers are characterized by diverse levels of education, experience in the field etc., we were able to determine whether demographic factors were associated with changes in performance after peer discussion. Taken together, our results suggest that clicker questions and peer discussion work equally well with adults from a variety of demographic backgrounds without disadvantaging a subset of the population and provide an important learning opportunity to the least formally educated members. Our results also indicate that clicker questions with peer discussion were viewed as a positive addition to university-related informal science education sessions.

Using Peer Discussion Facilitated by Clicker Questions in an Informal Education Setting: Enhancing Farmer Learning of Science

Science.gov (United States)

Smith, Michelle K.; Annis, Seanna L.; Kaplan, Jennifer J.; Drummond, Frank

2012-01-01

Blueberry growers in Maine attend annual Cooperative Extension presentations given by university faculty members. These presentations cover topics, such as, how to prevent plant disease and monitor for insect pests. In 2012, in order to make the sessions more interactive and promote learning, clicker questions and peer discussion were incorporated into the presentations. Similar to what has been shown at the undergraduate level, after peer discussion, more blueberry growers gave correct answers to multiple-choice questions than when answering independently. Furthermore, because blueberry growers are characterized by diverse levels of education, experience in the field etc., we were able to determine whether demographic factors were associated with changes in performance after peer discussion. Taken together, our results suggest that clicker questions and peer discussion work equally well with adults from a variety of demographic backgrounds without disadvantaging a subset of the population and provide an important learning opportunity to the least formally educated members. Our results also indicate that clicker questions with peer discussion were viewed as a positive addition to university-related informal science education sessions. PMID:23077638

Using peer discussion facilitated by clicker questions in an informal education setting: enhancing farmer learning of science.

Science.gov (United States)

Smith, Michelle K; Annis, Seanna L; Kaplan, Jennifer J; Drummond, Frank

2012-01-01

Blueberry growers in Maine attend annual Cooperative Extension presentations given by university faculty members. These presentations cover topics, such as, how to prevent plant disease and monitor for insect pests. In 2012, in order to make the sessions more interactive and promote learning, clicker questions and peer discussion were incorporated into the presentations. Similar to what has been shown at the undergraduate level, after peer discussion, more blueberry growers gave correct answers to multiple-choice questions than when answering independently. Furthermore, because blueberry growers are characterized by diverse levels of education, experience in the field etc., we were able to determine whether demographic factors were associated with changes in performance after peer discussion. Taken together, our results suggest that clicker questions and peer discussion work equally well with adults from a variety of demographic backgrounds without disadvantaging a subset of the population and provide an important learning opportunity to the least formally educated members. Our results also indicate that clicker questions with peer discussion were viewed as a positive addition to university-related informal science education sessions.

Behavioural social choice: a status report.

Science.gov (United States)

Regenwetter, Michel; Grofman, Bernard; Popova, Anna; Messner, William; Davis-Stober, Clintin P; Cavagnaro, Daniel R

2009-03-27

Behavioural social choice has been proposed as a social choice parallel to seminal developments in other decision sciences, such as behavioural decision theory, behavioural economics, behavioural finance and behavioural game theory. Behavioural paradigms compare how rational actors should make certain types of decisions with how real decision makers behave empirically. We highlight that important theoretical predictions in social choice theory change dramatically under even minute violations of standard assumptions. Empirical data violate those critical assumptions. We argue that the nature of preference distributions in electorates is ultimately an empirical question, which social choice theory has often neglected. We also emphasize important insights for research on decision making by individuals. When researchers aggregate individual choice behaviour in laboratory experiments to report summary statistics, they are implicitly applying social choice rules. Thus, they should be aware of the potential for aggregation paradoxes. We hypothesize that such problems may substantially mar the conclusions of a number of (sometimes seminal) papers in behavioural decision research.

Ultrasound simulator-assisted teaching of cardiac anatomy to preclinical anatomy students: A pilot randomized trial of a three-hour learning exposure.

Science.gov (United States)

Canty, David Jeffrey; Hayes, Jenny A; Story, David Andrew; Royse, Colin Forbes

2015-01-01

Ultrasound simulation allows students to virtually explore internal anatomy by producing accurate, moving, color, three-dimensional rendered slices from any angle or approach leaving the organs and their relationships intact without requirement for consumables. The aim was to determine the feasibility and efficacy of self-directed learning of cardiac anatomy with an ultrasound simulator compared to cadavers and plastic models. After a single cardiac anatomy lecture, fifty university anatomy students participated in a three-hour supervised self-directed learning exposure in groups of five, randomized to an ultrasound simulator or human cadaveric specimens and plastic models. Pre- and post-tests were conducted using pictorial and non-pictorial multiple-choice questions (MCQs). Simulator students completed a survey on their experience. Four simulator and seven cadaver group students did not attend after randomization. Simulator use in groups of five students was feasible and feedback from participants was very positive. Baseline test scores were similar (P = 0.9) between groups. After the learning intervention, there was no difference between groups in change in total test score (P = 0.37), whether they were pictorial (P = 0.6) or non-pictorial (P = 0.21). In both groups there was an increase in total test scores (simulator +19.8 ±12.4%% and cadaver: +16.4% ± 10.2, P human cadaveric prosections for learning cardiac anatomy. © 2014 American Association of Anatomists.

Complement or Contamination: A Study of the Validity of Multiple-Choice Items when Assessing Reasoning Skills in Physics

OpenAIRE

Anders Jönsson; David Rosenlund; Fredrik Alvén

2017-01-01

The purpose of this study is to investigate the validity of using multiple-choice (MC) items as a complement to constructed-response (CR) items when making decisions about student performance on reasoning tasks. CR items from a national test in physics have been reformulated into MC items and students’ reasoning skills have been analyzed in two substudies. In the first study, 12 students answered the MC items and were asked to explain their answers orally. In the second study, 102 students fr...

Performance of Men and Women on Multiple-Choice and Constructed-Response Tests for Beginning Teachers. Research Report. ETS RR-04-48

Science.gov (United States)

Livingston, Samuel A.; Rupp, Stacie L.

2004-01-01

Some previous research results imply that women tend to perform better, relative to men, on constructed-response (CR) tests than on multiple-choice (MC) tests in the same subjects. An analysis of data from several tests used in the licensing of beginning teachers supported this hypothesis, to varying degrees, in most of the tests investigated. The…

Towards natural language question generation for the validation of ontologies and mappings.

Science.gov (United States)

Ben Abacha, Asma; Dos Reis, Julio Cesar; Mrabet, Yassine; Pruski, Cédric; Da Silveira, Marcos

2016-08-08

The increasing number of open-access ontologies and their key role in several applications such as decision-support systems highlight the importance of their validation. Human expertise is crucial for the validation of ontologies from a domain point-of-view. However, the growing number of ontologies and their fast evolution over time make manual validation challenging. We propose a novel semi-automatic approach based on the generation of natural language (NL) questions to support the validation of ontologies and their evolution. The proposed approach includes the automatic generation, factorization and ordering of NL questions from medical ontologies. The final validation and correction is performed by submitting these questions to domain experts and automatically analyzing their feedback. We also propose a second approach for the validation of mappings impacted by ontology changes. The method exploits the context of the changes to propose correction alternatives presented as Multiple Choice Questions. This research provides a question optimization strategy to maximize the validation of ontology entities with a reduced number of questions. We evaluate our approach for the validation of three medical ontologies. We also evaluate the feasibility and efficiency of our mappings validation approach in the context of ontology evolution. These experiments are performed with different versions of SNOMED-CT and ICD9. The obtained experimental results suggest the feasibility and adequacy of our approach to support the validation of interconnected and evolving ontologies. Results also suggest that taking into account RDFS and OWL entailment helps reducing the number of questions and validation time. The application of our approach to validate mapping evolution also shows the difficulty of adapting mapping evolution over time and highlights the importance of semi-automatic validation.

Test of understanding of vectors: A reliable multiple-choice vector concept test

Science.gov (United States)

Barniol, Pablo; Zavala, Genaro

2014-06-01

In this article we discuss the findings of our research on students' understanding of vector concepts in problems without physical context. First, we develop a complete taxonomy of the most frequent errors made by university students when learning vector concepts. This study is based on the results of several test administrations of open-ended problems in which a total of 2067 students participated. Using this taxonomy, we then designed a 20-item multiple-choice test [Test of understanding of vectors (TUV)] and administered it in English to 423 students who were completing the required sequence of introductory physics courses at a large private Mexican university. We evaluated the test's content validity, reliability, and discriminatory power. The results indicate that the TUV is a reliable assessment tool. We also conducted a detailed analysis of the students' understanding of the vector concepts evaluated in the test. The TUV is included in the Supplemental Material as a resource for other researchers studying vector learning, as well as instructors teaching the material.

Using New Mode Choice Model Nesting Structures to Address Emerging Policy Questions: A Case Study of the Pittsburgh Central Business District

Directory of Open Access Journals (Sweden)

Zulqarnain H. Khattak

2017-11-01

Full Text Available As transportation activities affect a region’s environmental quality, knowing why individuals prefer certain modes can help a region make judicious transportation investments. Using a nested logit model, this paper studies the behavior of commuters to downtown Pittsburgh who use auto, bus, light rail, walking, and biking. Although statistical measures influence the selection of a nesting structure, another criterion for model selection is the policy questions such models inform. Hence this paper demonstrates how an alternative model structure allows planners to consider new policy questions. For example, how might a change in parking fee affect greenhouse gas emission (GHGs? The proposed model showed that a 5%, 10% and 15% increase in parking cost reduces GHGs by 7.3%, 9% and 13.2%, respectively, through increasing carpoolers’ mode share. Because the proposed model forecasts mode choices of certain groups of travelers with higher accuracy (compared to an older model that did not consider the model selection criteria presented here, the proposed model strengthens policymakers’ ability to consider environmental impacts of interest to the region (in this case, GHGs. The paper does not suggest that one nesting structure is always preferable; rather the nesting structure must be chosen with the policy considerations in mind.

Simple model for multiple-choice collective decision making.

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Lee, Ching Hua; Lucas, Andrew

2014-11-01

We describe a simple model of heterogeneous, interacting agents making decisions between n≥2 discrete choices. For a special class of interactions, our model is the mean field description of random field Potts-like models and is effectively solved by finding the extrema of the average energy E per agent. In these cases, by studying the propagation of decision changes via avalanches, we argue that macroscopic dynamics is well captured by a gradient flow along E. We focus on the permutation symmetric case, where all n choices are (on average) the same, and spontaneous symmetry breaking (SSB) arises purely from cooperative social interactions. As examples, we show that bimodal heterogeneity naturally provides a mechanism for the spontaneous formation of hierarchies between decisions and that SSB is a preferred instability to discontinuous phase transitions between two symmetric points. Beyond the mean field limit, exponentially many stable equilibria emerge when we place this model on a graph of finite mean degree. We conclude with speculation on decision making with persistent collective oscillations. Throughout the paper, we emphasize analogies between methods of solution to our model and common intuition from diverse areas of physics, including statistical physics and electromagnetism.

Answer selection in a multi-stream open domain question answering system

NARCIS (Netherlands)

Jijkoun, V.; de Rijke, M.; McDonald, S.; Tait, J.

2004-01-01

Question answering systems aim to meet users' information needs by returning exact answers in response to a question. Traditional open domain question answering systems are built around a single pipeline architecture. In an attempt to exploit multiple resources as well as multiple answering

What counts as a choice? U.S. Americans are more likely than Indians to construe actions as choices.

Science.gov (United States)

Savani, Krishna; Markus, Hazel Rose; Naidu, N V R; Kumar, Satishchandra; Berlia, Neha

2010-03-01

People everywhere select among multiple alternatives, but are they always making choices? In five studies, we found that people in U.S. American contexts, where the disjoint model of agency is prevalent, are more likely than those in Indian contexts to construe their own and other individuals' behaviors as choices, to construe ongoing behaviors and behaviors recalled from memory as choices, to construe naturally occurring and experimentally controlled behaviors as choices, to construe mundane and important actions as choices, and to construe personal and interpersonal actions as choices. Indians showed a greater tendency to construe actions as choices when these actions involved responding to other people than when they did not. These findings show that whether people construe actions as choices is significantly shaped by sociocultural systems of meanings and practices. Together, they suggest that the positive consequences associated with maximizing the availability of personal choice may not be universal and instead may be limited to North American contexts.

On Procedural Freedom of Choice

NARCIS (Netherlands)

Arlegi, R.; Dimitrov, D.A.

2004-01-01

Numerous works in the last decade have analyzed the question of how to compare opportunity sets as a way to measure and evaluate individual freedom of choice.This paper defends that, in many contexts, external procedural aspects that are associated to an opportunity set should be taken into account

Maternity experiences of mothers with multiple disadvantages in England: A qualitative study.

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McLeish, Jenny; Redshaw, Maggie

2018-06-14

Disadvantaged mothers and their babies are at increased risk of poor perinatal outcomes and have less positive experiences of maternity care. To explore the maternity care experiences of mothers with multiple disadvantages. A qualitative descriptive study based on semi-structured interviews with 40 mothers with multiple disadvantages, using thematic analysis. Four themes emerged: 'A confusing and frightening time', 'Longing to be respected as an individual', 'The importance of choice and control', and 'Needing trust to feel safe'. Mothers brought feelings of powerlessness and low self-esteem to their encounters with maternity professionals, which could be significantly worsened by disrespectful care. They needed support to navigate the complex maternity system. Positive experiences were much more likely where the mother had received continuity of care from a specialist midwife or small team. Mothers with multiple disadvantages value being treated as an individual, making informed choices, and feeling safe, but they may lack the confidence to ask questions or challenge disrespectful treatment. Training and supervision should enable maternity professionals to understand how confusing maternity care can be to very disadvantaged mothers. It should emphasise the need to provide accessible and empowering information and guidance to enable all mothers to make choices and understand the system. Leaders of maternity services need to do more to challenge negative staff attitudes and ensure that that all mothers are treated at all times with kindness, respect and dignity. Specialist midwives can deliver a high quality service to mothers experiencing multiple disadvantages. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

Predicting Social and Communicative Ability in School-Age Children with Autism Spectrum Disorder: A Pilot Study of the Social Attribution Task, Multiple Choice

Science.gov (United States)

Burger-Caplan, Rebecca; Saulnier, Celine; Jones, Warren; Klin, Ami

2016-01-01

The Social Attribution Task, Multiple Choice is introduced as a measure of implicit social cognitive ability in children, addressing a key challenge in quantification of social cognitive function in autism spectrum disorder, whereby individuals can often be successful in explicit social scenarios, despite marked social adaptive deficits. The…

Choosy but not chaste: multiple mating in human females.

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Scelza, Brooke A

2013-01-01

When Charles Darwin set out to relate his theory of evolution by natural selection to humans he discovered that a complementary explanation was needed to properly understand the great variation seen in human behavior. The resulting work, The Descent of Man and Selection in Relation to Sex, laid out the defining principles and evidence of sexual selection. In brief, this work is best known for illuminating the typically male strategy of intrasexual competition and the typically female response of intersexual choice. While these sexual stereotypes were first laid out by Darwin, they grew in importance when, years later, A. J. Bateman, in a careful study of Drosophila mating strategies, noted that multiple mating appeared to provide great benefit to male reproductive success, but to have no such effect on females. As a result, female choice soon became synonymous with being coy, and only males were thought to gain from promiscuous behavior. However, the last thirty years of research have served to question much of the traditional wisdom about sex differences proposed by Darwin and Bateman, illuminating the many ways that women (and females more generally) can and do engage in multiple mating. Copyright © 2013 Wiley Periodicals, Inc.

Some open questions in 'wave chaos'

International Nuclear Information System (INIS)

Nonnenmacher, Stéphane

2008-01-01

The subject area referred to as 'wave chaos', 'quantum chaos' or 'quantum chaology' has been investigated mostly by the theoretical physics community in the last 30 years. The questions it raises have more recently also attracted the attention of mathematicians and mathematical physicists, due to connections with number theory, graph theory, Riemannian, hyperbolic or complex geometry, classical dynamical systems, probability, etc. After giving a rough account on 'what is quantum chaos?', I intend to list some pending questions, some of them having been raised a long time ago, some others more recent. The choice of problems (and of references) is of course partial and personal. (open problem)

THE RELIABILITY OF IDENTIFICATION EVIDENCE WITH MULTIPLE LINEUPS

Directory of Open Access Journals (Sweden)

Nick J. Broers

2013-01-01

Full Text Available This study aimed to establish the diagnostic value of multiple lineup decisions made for portrait, body, and profile lineups, including multiple target/suspect choices, rejections, foil choices, and don’t know answers. A total of 192 participants identified a thief and a victim of theft from independent simultaneous target-present or target-absent 6-person portrait, body and profile lineups after watching one of two stimulus films. As hypothesized, multiple target/suspect choices had incriminating value whereas multiple rejections, foil choices, and don’t know answers had mostly exonerating value. For suspect choices, the combination of all three lineup modes consistently elicited high diagnosticities across targets. Combinations of non-suspect choices (rejections, foil choices, or don’t know answers were less successful and the different combinations showed less consistency in terms of diagnosticity. It was concluded that the use of multiple lineups, such as different facial poses and different aspects of a person should be particularly beneficial in three situations: if a witness only saw the perpetrator from a pose different than the frontal view normally used for lineups; if one or more witnesses saw the perpetrator from more than one perspective; and if different witnesses saw the perpetrator from different perspectives.

Institutional Choice and Recognition in Development

DEFF Research Database (Denmark)

Rutt, Rebecca Leigh

Abstract This thesis concerns the role of local institutions in fostering development including natural resource management, and how this role is shaped by relations with higher scale institutions such as development agencies and national governments. Specifically, it examines the choice of local...... objective of this thesis was to contribute to understanding processes and outcomes of institutional choice and recognition. It employed mixed methods but primarily semi structured interviews in multiple sites across Nepal. In responding to specific objectives, namely to better understand: i) the rationales...... behind choices of local institutional counterparts, ii) the belonging and citizenship available with local institutions, iii) the dynamics and mutuality of recognition between higher and lower scale institutions, and iv) the social outcomes of choice and recognition, this thesis shows that the way choice...

"It's Our Best Choice Right Now": Exploring How Charter School Parents Choose

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Villavicencio, Adriana

2013-01-01

One of the underlying premises of the charter school movement is that quality drives consumer choice. As educational consumers, parents are viewed as rational actors who, if given the choice, will select better performing school. In examining the choice processes of charter school parents, however, this study calls into question the extent to…

English, French, Spanish, Italian, Portuguese? Code Choice and Austrian Export

Science.gov (United States)

Lavric, Eva; Back, Bernhard

2009-01-01

This article deals with how "export oriented Austrian companies effect code choice in their business relationships with customers from Romance language speaking countries". The focus lies on the most widespread Romance languages, therefore on French, Spanish, Italian and Portuguese speaking customers.The question of code choice in export…

Combining food type(s) and food quantity choice in a new food choice paradigm based on vice-virtue bundles.

Science.gov (United States)

Haws, Kelly L; Liu, Peggy J

2016-08-01

Given the prevalence and rising rates of obesity in many countries, including the United States, much food decision-making research ultimately aims at understanding how consumers can make healthier choices. The two predominant choice paradigms used in food decision-making research ask consumers to choose (a) between a "vice" (or unhealthy food) and a "virtue" (or healthy food) or (b) among varying portion sizes of "vice." We propose a new food choice paradigm that encourages consumers to jointly consider both food type(s) choice and food portion size at each decision point. The purpose of this paradigm is two-fold. First, it aims to allow examination of more comprehensive eating behavior (e.g., to examine the overall composition of a plate of food rather than choice of a single food). Second, it aims to shift consumers towards including large proportions of virtues and smaller proportions of vice in their overall consumption portfolios. For this paradigm, we draw upon a recently introduced food product innovation called "vice-virtue bundles" (Liu et al., 2015) that illustrates the basis of this new food choice paradigm, in which food type(s) and portion decisions are made simultaneously. Accordingly, we first discuss relevant findings on vice-virtue bundles as well as the differences between simultaneous and sequential choice of multiple products. Second, we examine the benefits for managing and controlling one's consumption that are provided by vice-virtue bundles and this joint food choice paradigm more generally. Third and finally, we point out opportunities for future research by discussing (a) multiple factors that influence food choices, (b) decision processes affected by food choice paradigms, and (c) issues of generalizability related to the presence of vice-virtue bundles. Copyright © 2015 Elsevier Ltd. All rights reserved.

Acquisition of Multiple Questions in English, Russian, and Malayalam

Science.gov (United States)

Grebenyova, Lydia

2011-01-01

This article presents the results of four studies exploring the acquisition of the language-specific syntactic and semantic properties of multiple interrogatives in English, Russian, and Malayalam, languages that behave differently with respect to the syntax and semantics of multiple interrogatives. A corpus analysis investigated the frequency of…

Structured Attentions for Visual Question Answering

OpenAIRE

Zhu, Chen; Zhao, Yanpeng; Huang, Shuaiyi; Tu, Kewei; Ma, Yi

2017-01-01

Visual attention, which assigns weights to image regions according to their relevance to a question, is considered as an indispensable part by most Visual Question Answering models. Although the questions may involve complex relations among multiple regions, few attention models can effectively encode such cross-region relations. In this paper, we demonstrate the importance of encoding such relations by showing the limited effective receptive field of ResNet on two datasets, and propose to mo...

Development and Preliminary Testing of the Food Choice Priorities Survey (FCPS): Assessing the Importance of Multiple Factors on College Students' Food Choices.

Science.gov (United States)

Vilaro, Melissa J; Zhou, Wenjun; Colby, Sarah E; Byrd-Bredbenner, Carol; Riggsbee, Kristin; Olfert, Melissa D; Barnett, Tracey E; Mathews, Anne E

2017-12-01

Understanding factors that influence food choice may help improve diet quality. Factors that commonly affect adults' food choices have been described, but measures that identify and assess food choice factors specific to college students are lacking. This study developed and tested the Food Choice Priorities Survey (FCPS) among college students. Thirty-seven undergraduates participated in two focus groups ( n = 19; 11 in the male-only group, 8 in the female-only group) and interviews ( n = 18) regarding typical influences on food choice. Qualitative data informed the development of survey items with a 5-point Likert-type scale (1 = not important, 5 = extremely important). An expert panel rated FCPS items for clarity, relevance, representativeness, and coverage using a content validity form. To establish test-retest reliability, 109 first-year college students completed the 14-item FCPS at two time points, 0-48 days apart ( M = 13.99, SD = 7.44). Using Cohen's weighted κ for responses within 20 days, 11 items demonstrated moderate agreement and 3 items had substantial agreement. Factor analysis revealed a three-factor structure (9 items). The FCPS is designed for college students and provides a way to determine the factors of greatest importance regarding food choices among this population. From a public health perspective, practical applications include using the FCPS to tailor health communications and behavior change interventions to factors most salient for food choices of college students.

Using stop signals to reduce impulsive choices for palatable unhealthy foods

NARCIS (Netherlands)

Veling, H.P.; Aarts, H.A.G.; Stroebe, W.

2013-01-01

OBJECTIVE: Exposure to palatable foods in the environment can trigger impulsive reactions to obtain them, which may lead to unhealthy food choices and eating behaviour. Two studies tested the fundamental question whether impulsive unhealthy food choices can be altered by means of linking unhealthy

Age and choice in health insurance: evidence from a discrete choice experiment.

Science.gov (United States)

Becker, Karolin; Zweifel, Peter

2008-01-01

A uniform package of benefits and uniform cost sharing are elements of regulation inherent in most social health insurance systems. Both elements risk burdening the population with a welfare loss if preferences for risk and insurance attributes differ. This suggests the introduction of more choice in social health insurance packages may be advantageous; however, it is widely believed that this would not benefit the elderly.A representative telephone survey of 1000 people aged >24 years living in the German- and French-speaking parts of Switzerland was conducted. Participants were asked to compare the status quo (i.e. their current insurance contract) with ten hypothetical alternatives. In addition, participants were asked questions concerning utilization of healthcare services; overall satisfaction with the healthcare system, insurer and insurance policy; and a general preference for new elements in the insurance package. Socioeconomic variables surveyed were age, sex, total household income, education (seven categories ranging from primary school to university degree), place of residence, occupation, and marital status. To examine the relationship between age and willingness to pay (WTP) for additional options in Swiss social health insurance.A representative telephone survey of 1000 people aged >24 years living in the German- and French-speaking parts of Switzerland was conducted. Participants were asked to compare the status quo (i.e. their current insurance contract) with ten hypothetical alternatives. In addition, participants were asked questions concerning utilization of healthcare services; overall satisfaction with the healthcare system, insurer and insurance policy; and a general preference for new elements in the insurance package. Socioeconomic variables surveyed were age, sex, total household income, education (seven categories ranging from primary school to university degree), place of residence, occupation, and marital status. A discrete choice

Sources of Inspiration: The role of significant persons in young people's choice of science in higher education

Science.gov (United States)

Sjaastad, Jørgen

2012-07-01

The objectives of this article were to investigate to which extent and in what ways persons influence students' choice of science, technology, engineering, and mathematics (STEM) in tertiary education, and to assess the suitability of an analytical framework for describing this influence. In total, 5,007 Norwegian STEM students completed a questionnaire including multiple-choice as well as open-ended questions about sources of inspiration for their educational choice. Using the conceptualisation of significant persons suggested by Woelfel and Haller, the respondents' descriptions of parents and teachers are presented in order to elaborate on the different ways these significant persons influence a STEM-related educational choice. Parents engaged in STEM themselves are models, making the choice of STEM familiar, and they help youngsters define themselves through conversation and support, thus being definers. Teachers are models by displaying how STEM might bring fulfilment in someone's life and by giving pupils a positive experience with the subjects. They help young people discover their STEM abilities, thus being definers. Celebrities are reported to have minor influence on STEM-related educational choices. Both qualitative and quantitative analyses indicate that interpersonal relationships are key factors in order to inspire and motivate a choice of STEM education. Implications for recruitment issues and for research on interpersonal influence are discussed. It is suggested that initiatives to increase recruitment to STEM might be aimed at parents and other persons in interpersonal relationships with youth as a target group.

Children's Exhaustive Readings of Questions

Science.gov (United States)

Cremers, Alexandre; Tieu, Lyn; Chemla, Emmanuel

2017-01-01

Questions, just like plain declarative sentences, can give rise to multiple interpretations. As discussed by Spector & Egré (2015), among others, questions embedded under know are ambiguous between "weakly exhaustive" (WE), "intermediate exhaustive" (IE), and "strongly exhaustive" (SE) interpretations (for…

Woman, M.D.: issues, perceptions and choices.

OpenAIRE

Johns, C. J.

1996-01-01

I would end with some summarizing points and questions. 1. A majority of women identify gender-related issues influencing their career choices and pathways. 2. Women are diverse in their choices and priorities, with varying balances of personal and professional life. 3. Eighty-three percent of the women responding to the survey have married, and 82% of those married have children. They thus are likely to have two sets of seriously competing responsibilities. 4. It is possible to identify espe...

Choice from non-choice: predicting consumer preferences from blood oxygenation level-dependent signals obtained during passive viewing.

Science.gov (United States)

Levy, Ifat; Lazzaro, Stephanie C; Rutledge, Robb B; Glimcher, Paul W

2011-01-05

Decision-making is often viewed as a two-stage process, where subjective values are first assigned to each option and then the option of the highest value is selected. Converging evidence suggests that these subjective values are represented in the striatum and medial prefrontal cortex (MPFC). A separate line of evidence suggests that activation in the same areas represents the values of rewards even when choice is not required, as in classical conditioning tasks. However, it is unclear whether the same neural mechanism is engaged in both cases. To address this question we measured brain activation with functional magnetic resonance imaging while human subjects passively viewed individual consumer goods. We then sampled activation from predefined regions of interest and used it to predict subsequent choices between the same items made outside of the scanner. Our results show that activation in the striatum and MPFC in the absence of choice predicts subsequent choices, suggesting that these brain areas represent value in a similar manner whether or not choice is required.

Examining the Psychometric Quality of Multiple-Choice Assessment Items using Mokken Scale Analysis.

Science.gov (United States)

Wind, Stefanie A

The concept of invariant measurement is typically associated with Rasch measurement theory (Engelhard, 2013). Concerned with the appropriateness of the parametric transformation upon which the Rasch model is based, Mokken (1971) proposed a nonparametric procedure for evaluating the quality of social science measurement that is theoretically and empirically related to the Rasch model. Mokken's nonparametric procedure can be used to evaluate the quality of dichotomous and polytomous items in terms of the requirements for invariant measurement. Despite these potential benefits, the use of Mokken scaling to examine the properties of multiple-choice (MC) items in education has not yet been fully explored. A nonparametric approach to evaluating MC items is promising in that this approach facilitates the evaluation of assessments in terms of invariant measurement without imposing potentially inappropriate transformations. Using Rasch-based indices of measurement quality as a frame of reference, data from an eighth-grade physical science assessment are used to illustrate and explore Mokken-based techniques for evaluating the quality of MC items. Implications for research and practice are discussed.

Factors Affecting Career Choice among Speech-Language Pathology and Audiology Students

Science.gov (United States)

Stone, Larissa; Pellowski, Mark W.

2016-01-01

This investigation assessed the factors affecting career choice among 474 current undergraduate and graduate speech-language pathology and audiology students (from four universities). A 14-item questionnaire was developed that included questions related to general influence of career choice and whether or not the participants had previously been,…

Using item response theory to explore the psychometric properties of extended matching questions examination in undergraduate medical education

Directory of Open Access Journals (Sweden)

Lawton Gemma

2005-03-01

Full Text Available Abstract Background As assessment has been shown to direct learning, it is critical that the examinations developed to test clinical competence in medical undergraduates are valid and reliable. The use of extended matching questions (EMQ has been advocated to overcome some of the criticisms of using multiple-choice questions to test factual and applied knowledge. Methods We analysed the results from the Extended Matching Questions Examination taken by 4th year undergraduate medical students in the academic year 2001 to 2002. Rasch analysis was used to examine whether the set of questions used in the examination mapped on to a unidimensional scale, the degree of difficulty of questions within and between the various medical and surgical specialties and the pattern of responses within individual questions to assess the impact of the distractor options. Results Analysis of a subset of items and of the full examination demonstrated internal construct validity and the absence of bias on the majority of questions. Three main patterns of response selection were identified. Conclusion Modern psychometric methods based upon the work of Rasch provide a useful approach to the calibration and analysis of EMQ undergraduate medical assessments. The approach allows for a formal test of the unidimensionality of the questions and thus the validity of the summed score. Given the metric calibration which follows fit to the model, it also allows for the establishment of items banks to facilitate continuity and equity in exam standards.

Predicting Dissertation Methodology Choice among Doctoral Candidates at a Faith-Based University

Science.gov (United States)

Lunde, Rebecca

2017-01-01

Limited research has investigated dissertation methodology choice and the factors that contribute to this choice. Quantitative research is based in mathematics and scientific positivism, and qualitative research is based in constructivism. These underlying philosophical differences posit the question if certain factors predict dissertation…

Kinetics of aggregation with choice.

Science.gov (United States)

Ben-Naim, E; Krapivsky, P L

2016-12-01

We generalize the ordinary aggregation process to allow for choice. In ordinary aggregation, two random clusters merge and form a larger aggregate. In our implementation of choice, a target cluster and two candidate clusters are randomly selected and the target cluster merges with the larger of the two candidate clusters. We study the long-time asymptotic behavior and find that as in ordinary aggregation, the size density adheres to the standard scaling form. However, aggregation with choice exhibits a number of different features. First, the density of the smallest clusters exhibits anomalous scaling. Second, both the small-size and the large-size tails of the density are overpopulated, at the expense of the density of moderate-size clusters. We also study the complementary case where the smaller candidate cluster participates in the aggregation process and find an abundance of moderate clusters at the expense of small and large clusters. Additionally, we investigate aggregation processes with choice among multiple candidate clusters and a symmetric implementation where the choice is between two pairs of clusters.

Using Narratives to Explore Other-Directed Occupational Choice and Academic Success

Science.gov (United States)

Rehfuss, Mark C.; Borges, Nicole J.

2006-01-01

The construct of "other-directed versus self-directed career choice" has existed for quite some time. The current focus of vocational psychologists and counselors has made them question the relevance of this construct for contemporary American society. Many counselors today challenge the assumption that a career choice based on others'…

Cross-Cultural Differences in Taste Thresholds and Food Choice Motives

DEFF Research Database (Denmark)

Dehlholm, Christian

2007-01-01

Psychophysical, physiological and behavioural aspects of taste perception and food choice were examined cross-culturally between Chinese people living in China (n=25), Chinese people living in Denmark (n=16) and Danish people living in Denmark (n=28). Groups were subdivided by males (n=26...... were found on average in each group with a mean diameter at 0.66mm for the Chinese and 0.72mm for the Danish. A questionnaire including general demographic questions, food frequency questions and the Food Choice Questionnaire (Steptoe et al., 1995) were completed by all subjects (n=69). The Danish...... subjects had a higher intake of sweets, tea and coffee and Chinese subject living in China had a higher intake of spicy food. All subject groups rated Sensory Appeal, Health and Price as very important food choice factors while dissimilarities between the groups were shown in rating the factors Mood...

Design and protocol of a randomized multiple behavior change trial: Make Better Choices 2 (MBC2).

Science.gov (United States)

Pellegrini, Christine A; Steglitz, Jeremy; Johnston, Winter; Warnick, Jennifer; Adams, Tiara; McFadden, H G; Siddique, Juned; Hedeker, Donald; Spring, Bonnie

2015-03-01

Suboptimal diet and inactive lifestyle are among the most prevalent preventable causes of premature death. Interventions that target multiple behaviors are potentially efficient; however the optimal way to initiate and maintain multiple health behavior changes is unknown. The Make Better Choices 2 (MBC2) trial aims to examine whether sustained healthful diet and activity change are best achieved by targeting diet and activity behaviors simultaneously or sequentially. Study design approximately 250 inactive adults with poor quality diet will be randomized to 3 conditions examining the best way to prescribe healthy diet and activity change. The 3 intervention conditions prescribe: 1) an increase in fruit and vegetable consumption (F/V+), decrease in sedentary leisure screen time (Sed-), and increase in physical activity (PA+) simultaneously (Simultaneous); 2) F/V+ and Sed- first, and then sequentially add PA+ (Sequential); or 3) Stress Management Control that addresses stress, relaxation, and sleep. All participants will receive a smartphone application to self-monitor behaviors and regular coaching calls to help facilitate behavior change during the 9 month intervention. Healthy lifestyle change in fruit/vegetable and saturated fat intakes, sedentary leisure screen time, and physical activity will be assessed at 3, 6, and 9 months. MBC2 is a randomized m-Health intervention examining methods to maximize initiation and maintenance of multiple healthful behavior changes. Results from this trial will provide insight about an optimal technology supported approach to promote improvement in diet and physical activity. Copyright © 2015 Elsevier Inc. All rights reserved.

To question of NPP power reactor choice for Kazakhstan

International Nuclear Information System (INIS)

Batyrbekov, G.A.; Makhanov, Y.M.; Reznikova, R.A.; Sidorenco, A.V.

2004-01-01

Full text: The requirements to NPP power reactors that will be under construction in Kazakhstan are proved and given in the report. A comparative analysis of the most advanced projects of power reactors with light and heavy water under pressure of large, medium and low power is carried out. Different reactors have been considered as follows: 1. Reactors with high-power (700 MW(el) and up) such as EPR, French - German reactor; CANDU-9, Canadian heavy-water reactor; System 80+, developed by ABB Combustion Engineering company, USA; KNGR, Korean reactor of the next generation; APWR, Japanese advanced reactor; WWER-1000 (V-392) - development of Atomenergoproect /Gydropress, Russian Federation; EP 1000, European passive reactor. 2. Reactors with medium power (300 MW (el) - 700 MW (el): AP-600, passive PWR of the Westinghouse company; CANDU-6, Canadian heavy-water reactor; AC-600, Chinese passive PWR; WWER-640, Russian passive reactor; MS-600 Japanese reactor of Mitsubishi Company; KSNP-600, South Korean reactor. 3. Reactors with low power (a few MW(el)- 300 MW(el)): IRIS, reactor of IV generation, developed by the International Corporation of 13 organizations from 7 countries, SMART, South Korean integrated reactor; CAREM, Argentina integrated reactor; MRX, Japanese integrated reactor; 'UNITERM', Russian NPP with integrated reactor, development of NIKIET; AHEC-80, Russian NPP, developed by OKBM. A comparison of the projects of the above-mentioned power reactors was carried out with respect to 15 criteria of nuclear, radiating, ecological safety and economic competitiveness, developed especially for this case. Data on a condition and prospects of power production and power consumption, stations and networks in Kazakhstan necessary for the choice of projects of NPP reactors for Kazakhstan are given. According to the data a balance of power production and power consumption as a whole in the country was received at the level of 59 milliard kw/h. However, strong dis balance

To question of NPP power reactor choice for Kazakhstan

International Nuclear Information System (INIS)

Batyrbekov, G.A.; Makhanov, Y.M.; Reznikova, R.A.; Sidorenco, A.V.

2004-01-01

The requirements to NPP power reactors that will be under construction in Kazakhstan are proved and given in the report. A comparative analysis of the most advanced projects of power reactors with light and heavy water under pressure of large, medium and low power is carried out. Different reactors have been considered as follows: 1. Reactors with high-power (700 MW(el) and up) such as EPR, French - German reactor; CANDU-9, Canadian heavy-water reactor; System 80+, developed by ABB Combustion Engineering company, USA; KNGR, Korean reactor of the next generation; APWR, Japanese advanced reactor; WWER-1000 (V-392) - development of Atomenergoproect /Gydropress, Russian Federation; EP 1000, European passive reactor. 2. Reactors with medium power (300 MW (el) - 700 MW (el): AP-600, passive PWR of the Westinghouse company; CANDU-6, Canadian heavy-water reactor; AC-600, Chinese passive PWR; WWER-640, Russian passive reactor; MS-600 Japanese reactor of Mitsubishi Company; KSNP-600, South Korean reactor. 3. Reactors with low power (a few MW(el)- 300 MW(el)): IRIS, reactor of IV generation, developed by the International Corporation of 13 organizations from 7 countries, SMART, South Korean integrated reactor; CAREM, Argentina integrated reactor; MRX, Japanese integrated reactor; 'UNITERM', Russian NPP with integrated reactor, development of NIKIET; AHEC-80, Russian NPP, developed by OKBM. A comparison of the projects of the above-mentioned power reactors was carried out with respect to 15 criteria of nuclear, radiating, ecological safety and economic competitiveness, developed especially for this case. Data on a condition and prospects of power production and power consumption, stations and networks in Kazakhstan necessary for the choice of projects of NPP reactors for Kazakhstan are given. According to the data a balance of power production and power consumption as a whole in the country was received at the level of 59 milliard kw/h. However, strong dis balance in the

Contextual and social influences on valuation and choice.

Science.gov (United States)

Engelmann, Jan B; Hein, Grit

2013-01-01

To survive in our complex environment, we have to adapt to changing contexts. Prior research that investigated how contextual changes are processed in the human brain has demonstrated important modulatory influences on multiple cognitive processes underlying decision-making, including perceptual judgments, working memory, as well as cognitive and attentional control. However, in everyday life, the importance of context is even more obvious during economic and social interactions, which often have implicit rule sets that need to be recognized by a decision-maker. Here, we review recent evidence from an increasing number of studies in the fields of Neuroeconomics and Social Neuroscience that investigate the neurobiological basis of contextual effects on valuation and social choice. Contrary to the assumptions of rational choice theory, multiple contextual factors, such as the availability of alternative choice options, shifts in reference point, and social context, have been shown to modulate behavior, as well as signals in task-relevant neural networks. A consistent picture that emerges from neurobiological results is that valuation-related activity in striatum and ventromedial prefrontal cortex is highly context dependent during both social and nonsocial choice. Alternative approaches to model and explain choice behavior, such as comparison-based choice models, as well as implications for future research are discussed. Copyright © 2013 Elsevier B.V. All rights reserved.

"If you have the flu symptoms, your asymptomatic spouse may better answer the willingness-to-pay question". Evidence from a double-bounded dichotomous choice model with heterogeneous anchoring.

Science.gov (United States)

Schwarzinger, Michaël; Carrat, Fabrice; Luchini, Stéphane

2009-07-01

The small sample size of contingent valuation (CV) surveys conducted in patients may have limited the use of the single-bounded (SB) dichotomous choice format which is recommended in environmental economics. In this paper, we explore two ways to increase the statistical efficiency of the SB format: (1) by the inclusion of proxies in addition to patients; (2) by the addition of a follow-up dichotomous question, i.e. the double-bounded (DB) dichotomous choice format. We found that patients (n=223) and spouses (n=64) answering on behalf of the patient had on average a similar willingness-to-pay for earlier alleviation of flu symptoms. However, a patient was significantly more likely to anchor his/her answer on the first bid as compared to a spouse. Finally, our original DB model with shift effect and heterogeneous anchoring reconciled the discrepancies found in willingness-to-pay statistics between SB and DB models in keeping with increased statistical efficiency.

A simple test of choice stepping reaction time for assessing fall risk in people with multiple sclerosis.

Science.gov (United States)

Tijsma, Mylou; Vister, Eva; Hoang, Phu; Lord, Stephen R

2017-03-01

Purpose To determine (a) the discriminant validity for established fall risk factors and (b) the predictive validity for falls of a simple test of choice stepping reaction time (CSRT) in people with multiple sclerosis (MS). Method People with MS (n = 210, 21-74y) performed the CSRT, sensorimotor, balance and neuropsychological tests in a single session. They were then followed up for falls using monthly fall diaries for 6 months. Results The CSRT test had excellent discriminant validity with respect to established fall risk factors. Frequent fallers (≥3 falls) performed significantly worse in the CSRT test than non-frequent fallers (0-2 falls). With the odds of suffering frequent falls increasing 69% with each SD increase in CSRT (OR = 1.69, 95% CI: 1.27-2.26, p = falls in people with MS. This test may prove useful in documenting longitudinal changes in fall risk in relation to MS disease progression and effects of interventions. Implications for rehabilitation Good choice stepping reaction time (CSRT) is required for maintaining balance. A simple low-tech CSRT test has excellent discriminative and predictive validity in relation to falls in people with MS. This test may prove useful documenting longitudinal changes in fall risk in relation to MS disease progression and effects of interventions.

Assessment of current undergraduate anesthesia course in a Saudi University.

Science.gov (United States)

Shams, Tarek; El-Masry, Ragaa; Al Wadani, Hamed; Amr, Mostafa

2013-04-01

The assessment of the anesthesia course in our university comprises Objective Structured Clinical Examinations (OSCEs), in conjunction with portfolio and multiple-choice questions (MCQ). The objective of this study was to evaluate the outcome of different forms of anesthesia course assessment among 5(th) year medical students in our university, as well as study the influence of gender on student performance in anesthesia. We examined the performance of 154, 5(th) year medical students through OSCE, portfolios, and MCQ. The score ranges in the portfolio, OSCE, and MCQs were 16-24, 4.2-28.9, and 15.5-44.5, respectively. There was highly significant difference in scores in relation to gender in all assessments other than the written one (P=0.000 for Portfolio, OSCE, and Total exam, whereas P=0.164 for written exam). In the generated linear regression model, OSCE alone could predict 86.4% of the total mark if used alone. In addition, if the score of the written examination is added, OSCE will drop to 57.2% and the written exam will be 56.8% of the total mark. This study demonstrates that different clinical methods used to assess medical students during their anesthesia course were consistent and integrated. The performance of female was superior to male in OSCE and portfolio. This information is the basis for improving educational and assessment standards in anesthesiology and for introducing a platform for developing modern learning media in countries with dearth of anesthesia personnel.

EFFECTIVENESS OF PROBLEM BASED LEARNING AS A STRATEGY TO FOSTER PROBLEM SOLVING AND CRITICAL REASONING SKILLS AMONG MEDICAL STUDENTS.

Science.gov (United States)

Asad, Munazza; Iqbal, Khadija; Sabir, Mohammad

2015-01-01

Problem based learning (PBL) is an instructional approach that utilizes problems or cases as a context for students to acquire problem solving skills. It promotes communication skills, active learning, and critical thinking skills. It encourages peer teaching and active participation in a group. It was a cross-sectional study conducted at Al Nafees Medical College, Isra University, Islamabad, in one month duration. This study was conducted on 193 students of both 1st and 2nd year MBBS. Each PBL consists of three sessions, spaced by 2-3 days. In the first session students were provided a PBL case developed by both basic and clinical science faculty. In Session 2 (group discussion), they share, integrate their knowledge with the group and Wrap up (third session), was concluded at the end. A questionnaire based survey was conducted to find out overall effectiveness of PBL sessions. Teaching through PBLs greatly improved the problem solving and critical reasoning skills with 60% students of first year and 71% of 2nd year agreeing that the acquisition of knowledge and its application in solving multiple choice questions (MCQs) was greatly improved by these sessions. They observed that their self-directed learning, intrinsic motivation and skills to relate basic concepts with clinical reasoning which involves higher order thinking have greatly enhanced. Students found PBLs as an effective strategy to promote teamwork and critical thinking skills. PBL is an effective method to improve critical thinking and problem solving skills among medical students.

Medical students' satisfaction with the Applied Basic Clinical Seminar with Scenarios for Students, a novel simulation-based learning method in Greece.

Science.gov (United States)

Pantelidis, Panteleimon; Staikoglou, Nikolaos; Paparoidamis, Georgios; Drosos, Christos; Karamaroudis, Stefanos; Samara, Athina; Keskinis, Christodoulos; Sideris, Michail; Giannakoulas, George; Tsoulfas, Georgios; Karagiannis, Asterios

2016-01-01

The integration of simulation-based learning (SBL) methods holds promise for improving the medical education system in Greece. The Applied Basic Clinical Seminar with Scenarios for Students (ABCS3) is a novel two-day SBL course that was designed by the Scientific Society of Hellenic Medical Students. The ABCS3 targeted undergraduate medical students and consisted of three core components: the case-based lectures, the ABCDE hands-on station, and the simulation-based clinical scenarios. The purpose of this study was to evaluate the general educational environment of the course, as well as the skills and knowledge acquired by the participants. Two sets of questions were distributed to the participants: the Dundee Ready Educational Environment Measure (DREEM) questionnaire and an internally designed feedback questionnaire (InEv). A multiple-choice examination was also distributed prior to the course and following its completion. A total of 176 participants answered the DREEM questionnaire, 56 the InEv, and 60 the MCQs. The overall DREEM score was 144.61 (±28.05) out of 200. Delegates who participated in both the case-based lectures and the interactive scenarios core components scored higher than those who only completed the case-based lecture session (P=0.038). The mean overall feedback score was 4.12 (±0.56) out of 5. Students scored significantly higher on the post-test than on the pre-test (Pmedical students reported positive opinions about their experiences and exhibited improvements in their clinical knowledge and skills.

Consumers' food choice and quality perception

DEFF Research Database (Denmark)

Brunsø, Karen; Fjord, Thomas Ahle; Grunert, Klaus G.

to which the topic has been researched at MAPP. As a general framework for analysing consumer quality perception and choice of food products, MAPP has developed the Total Food Quality Model, which will be used to structure this overview. We start by presenting the Total Food Quality Model and an overview......There is a long tradition of research into consumers' food choice and quality perception. In the last few years, however, these topics have received even more attention due to the intense debate about such issues as ethical considerations in relation to food production and quality, food scandals...... and the resulting food scares among consumers, genetic modification of foods, and animal welfare (or, rather, non-welfare), which has made questions regarding food quality and consumers' supposedly rational or irrational food choices even more urgent. Increased interest in health and quality stands in stark...

Choice Orientations, Discussions, and Prospects.

Science.gov (United States)

Raywid, Mary Anne

1992-01-01

Examining the contemporary school choice debate yields arguments that are education, economics, governance, and policy driven. To "break the exclusive franchise," school districts are increasingly sponsoring school operation and education services supplied by multiple sources, and states are discussing sponsorship of schools by entities…

Exploring problem solving strategies on multiple-choice science items: Comparing native Spanish-speaking English Language Learners and mainstream monolinguals

Science.gov (United States)

Kachchaf, Rachel Rae

The purpose of this study was to compare how English language learners (ELLs) and monolingual English speakers solved multiple-choice items administered with and without a new form of testing accommodation---vignette illustration (VI). By incorporating theories from second language acquisition, bilingualism, and sociolinguistics, this study was able to gain more accurate and comprehensive input into the ways students interacted with items. This mixed methods study used verbal protocols to elicit the thinking processes of thirty-six native Spanish-speaking English language learners (ELLs), and 36 native-English speaking non-ELLs when solving multiple-choice science items. Results from both qualitative and quantitative analyses show that ELLs used a wider variety of actions oriented to making sense of the items than non-ELLs. In contrast, non-ELLs used more problem solving strategies than ELLs. There were no statistically significant differences in student performance based on the interaction of presence of illustration and linguistic status or the main effect of presence of illustration. However, there were significant differences based on the main effect of linguistic status. An interaction between the characteristics of the students, the items, and the illustrations indicates considerable heterogeneity in the ways in which students from both linguistic groups think about and respond to science test items. The results of this study speak to the need for more research involving ELLs in the process of test development to create test items that do not require ELLs to carry out significantly more actions to make sense of the item than monolingual students.

Introducing Standardized EFL/ESL Exams

Science.gov (United States)

Laborda, Jesus Garcia

2007-01-01

This article presents the features, and a brief comparison, of some of the most well-known high-stakes exams. They are classified in the following fashion: tests that only include multiple-choice questions, tests that include writing and multiple-choice questions, and tests that include speaking questions. The tests reviewed are: BULATS, IELTS,…

Measuring the Consistency in Change in Hepatitis B Knowledge among Three Different Types of Tests: True/False, Multiple Choice, and Fill in the Blanks Tests.

Science.gov (United States)

Sahai, Vic; Demeyere, Petra; Poirier, Sheila; Piro, Felice

1998-01-01

The recall of information about Hepatitis B demonstrated by 180 seventh graders was tested with three test types: (1) short-answer; (2) true/false; and (3) multiple-choice. Short answer testing was the most reliable. Suggestions are made for the use of short-answer tests in evaluating student knowledge. (SLD)

The Impact of Board Interlocks on Auditor Choice and Audit Fees

DEFF Research Database (Denmark)

Riise Johansen, Thomas; Pettersson, Kim

2013-01-01

Research Question/Issue This paper uses unique Danish data to examine whether non-executive directors draw on both direct and indirect ties in the network of interlocking directorates to impact auditor choice, and whether this impact has consequences for audit fees. Research Findings/Insight The ......Research Question/Issue This paper uses unique Danish data to examine whether non-executive directors draw on both direct and indirect ties in the network of interlocking directorates to impact auditor choice, and whether this impact has consequences for audit fees. Research Findings....../Insight The paper finds clear evidence that non-executive directors draw on their networks to impact auditor choice, and evidence that clients pay an audit fee premium when non-executive directors are connected to audit firms outside the focal company. The relationship between non-executive directors and auditors...... of the non-executive director–auditor relationship and the role that board networks have in governing auditor choice decisions. The study identifies interlocks as an infrastructure for differentiation in the audit market and determines that such differentiation is associated with an audit fee premium...

To the question of definition of fissile material mass and neutron multiplication in deep sub-critical systems

International Nuclear Information System (INIS)

Dulin, V.V.

2006-01-01

A method of determination neutrons multiplication in deep sub-critical multiplying media has been developed. It is based on a modified of Rossi - alpha method. It will consist in use of integral on time (a method of the areas) from correlated parts of distribution and integral in area, independent of time a part of distribution (area of a constant background). It allows to spend the calculated analysis, using the integrated equation on time for a neutrons flux and to not use representation of point kinetic model. A calculation spatially-correlation factor the adjoint (relative the detector count rate) inhomogeneous equation is used. Its calculation takes into account fission both in multiplying media and in a spontaneous neutron source. Measurements with plutonium-steel and uranium-steel blocks, and blocks from uranium and plutonium dioxide of different enrichment are have been carried out. The measured values of neutrons multiplication in a range 1.03-1.82 will be well coordinated to results of calculations. The question on an opportunity of definition of weight of the measured blocks of fissile material is considered [ru

Choices and Changes: Eccles’ Expectancy-Value Model and Upper-Secondary School Students’ Longitudinal Reflections about their Choice of a STEM Education

DEFF Research Database (Denmark)

Lykkegaard, Eva; Ulriksen, Lars

2016-01-01

During the past 30 years, Eccles’ comprehensive social-psychological Expectancy-Value Model of Motivated Behavioural Choices (EV-MBC model) has been proven suitable for studying educational choices related to Science, Technology, Engineering and/or Mathematics (STEM). The reflections of 15 students...... in their last year in upper-secondary school concerning their choice of tertiary education were examined using quantitative EV-MBC surveys and repeated qualitative interviews. This article presents the analyses of three cases in detail. The analytical focus was whether the factors indicated in the EV-MBC model......, and that significant changes in the students’ reflections were not captured by the factors of the EV-MBC model. This questions the validity of the EVMBC surveys. Moreover, the quantitative factors from the EV-MBC model did not sufficiently explain students’ dynamical educational choice processes where students...

Understanding the formation and influence of attitudes in patients' treatment choices for lower back pain: Testing the benefits of a hybrid choice model approach

DEFF Research Database (Denmark)

Kløjgaard, Mirja Elisabeth; Hess, S.

2014-01-01

A growing number of studies across different fields are making use of a new class of choice models, labelled variably as hybrid model structures or integrated choice and latent variable models, and incorporating the role of attitudes in decision making. To date, this technique has not been used...... in spring/summer 2012. We show how the hybrid model structure is able to make a link between attitudinal questions and treatment choices, and also explains variation of these attitudes across key socio-demographic groups. However, we also show how, in this case, only a small share of the overall...

A Study of the Factors Influencing Parental Choice of a Charter School

Science.gov (United States)

Ekanem, Imaobong Columba

2013-01-01

The study discussed in this dissertation identified and examined the factors that influence parent charter school choice. The study was conducted for a rural K-8 charter school in Delaware. The survey instrument used was a parent questionnaire which contained questions that examined the reasons for parent charter school choice, the features of…

Survey of diagnostic and treatment practices for multiple sclerosis in Europe.

Science.gov (United States)

Fernández, O; Delvecchio, M; Edan, G; Fredrikson, S; Gionvannoni, G; Hartung, H-P; Havrdova, E; Kappos, L; Pozzilli, C; Soerensen, P S; Tackenberg, B; Vermersch, P; Comi, G

2017-03-01

Up-to-date information is needed on the extent to which neurologists treating multiple sclerosis (MS) in Europe are integrating rapidly evolving diagnostic criteria, disease-modifying therapies and recommendations for monitoring disease activity into their clinical practice. A steering committee of MS neurologists used a modified Delphi process to develop case- and practice-based questions for two sequential surveys distributed to MS neurologists throughout Europe. Case-based questions were developed for radiologically isolated syndrome (RIS), clinically isolated syndrome (CIS), relapsing-remitting MS (RRMS) and RRMS with breakthrough disease. Multiple sclerosis neurologists from 11 European countries responded to survey 1 (n = 233) and survey 2 (n = 171). Respondents agreed that they would not treat the patients in the RIS or CIS cases but would treat a patient with a relatively mild form of RRMS. Choice of treatment was evenly distributed among first-line injectables and oral treatments for mild RRMS, and moved to second-line treatment as the RRMS case increased in severity. Additional results on RRMS with breakthrough disease are presented. Although there was general agreement on some aspects of treatment, responses to other management and clinical practice questions varied considerably. These results, which reflect current clinical practice patterns, highlight the need for additional MS treatment education and awareness and may help inform the development of MS practice guidelines in Europe. © 2017 EAN.

Statistical Efficiency of Double-Bounded Dichotomous Choice Contingent Valuation

OpenAIRE

Michael Hanemann; John Loomis; Barbara Kanninen

1991-01-01

The statistical efficiency of conventional dichotomous choice contingent valuation surveys can be improved by asking each respondent a second dichotomous choice question which depends on the response to the first question—if the first response is "yes," the second bid is some amount greater than the first bid; while, if the first response is "no," the second bid is some amount smaller. This "double-bounded" approach is shown to be asymptotically more efficient than the conventional, "singlebo...

A Common Mechanism Underlying Food Choice and Social Decisions

Science.gov (United States)

Krajbich, Ian; Hare, Todd; Bartling, Björn; Morishima, Yosuke; Fehr, Ernst

2015-01-01

People make numerous decisions every day including perceptual decisions such as walking through a crowd, decisions over primary rewards such as what to eat, and social decisions that require balancing own and others’ benefits. The unifying principles behind choices in various domains are, however, still not well understood. Mathematical models that describe choice behavior in specific contexts have provided important insights into the computations that may underlie decision making in the brain. However, a critical and largely unanswered question is whether these models generalize from one choice context to another. Here we show that a model adapted from the perceptual decision-making domain and estimated on choices over food rewards accurately predicts choices and reaction times in four independent sets of subjects making social decisions. The robustness of the model across domains provides behavioral evidence for a common decision-making process in perceptual, primary reward, and social decision making. PMID:26460812

A Common Mechanism Underlying Food Choice and Social Decisions.

Science.gov (United States)

Krajbich, Ian; Hare, Todd; Bartling, Björn; Morishima, Yosuke; Fehr, Ernst

2015-10-01

People make numerous decisions every day including perceptual decisions such as walking through a crowd, decisions over primary rewards such as what to eat, and social decisions that require balancing own and others' benefits. The unifying principles behind choices in various domains are, however, still not well understood. Mathematical models that describe choice behavior in specific contexts have provided important insights into the computations that may underlie decision making in the brain. However, a critical and largely unanswered question is whether these models generalize from one choice context to another. Here we show that a model adapted from the perceptual decision-making domain and estimated on choices over food rewards accurately predicts choices and reaction times in four independent sets of subjects making social decisions. The robustness of the model across domains provides behavioral evidence for a common decision-making process in perceptual, primary reward, and social decision making.

Computer-based testing of the modified essay question: the Singapore experience.

Science.gov (United States)

Lim, Erle Chuen-Hian; Seet, Raymond Chee-Seong; Oh, Vernon M S; Chia, Boon-Lock; Aw, Marion; Quak, Seng-Hock; Ong, Benjamin K C

2007-11-01

The modified essay question (MEQ), featuring an evolving case scenario, tests a candidate's problem-solving and reasoning ability, rather than mere factual recall. Although it is traditionally conducted as a pen-and-paper examination, our university has run the MEQ using computer-based testing (CBT) since 2003. We describe our experience with running the MEQ examination using the IVLE, or integrated virtual learning environment (https://ivle.nus.edu.sg), provide a blueprint for universities intending to conduct computer-based testing of the MEQ, and detail how our MEQ examination has evolved since its inception. An MEQ committee, comprising specialists in key disciplines from the departments of Medicine and Paediatrics, was formed. We utilized the IVLE, developed for our university in 1998, as the online platform on which we ran the MEQ. We calculated the number of man-hours (academic and support staff) required to run the MEQ examination, using either a computer-based or pen-and-paper format. With the support of our university's information technology (IT) specialists, we have successfully run the MEQ examination online, twice a year, since 2003. Initially, we conducted the examination with short-answer questions only, but have since expanded the MEQ examination to include multiple-choice and extended matching questions. A total of 1268 man-hours was spent in preparing for, and running, the MEQ examination using CBT, compared to 236.5 man-hours to run it using a pen-and-paper format. Despite being more labour-intensive, our students and staff prefer CBT to the pen-and-paper format. The MEQ can be conducted using a computer-based testing scenario, which offers several advantages over a pen-and-paper format. We hope to increase the number of questions and incorporate audio and video files, featuring clinical vignettes, to the MEQ examination in the near future.

Psychometric characteristics of Clinical Reasoning Problems (CRPs) and its correlation with routine multiple choice question (MCQ) in Cardiology department.

Science.gov (United States)

Derakhshandeh, Zahra; Amini, Mitra; Kojuri, Javad; Dehbozorgian, Marziyeh

2018-01-01

Clinical reasoning is one of the most important skills in the process of training a medical student to become an efficient physician. Assessment of the reasoning skills in a medical school program is important to direct students' learning. One of the tests for measuring the clinical reasoning ability is Clinical Reasoning Problems (CRPs). The major aim of this study is to measure psychometric qualities of CRPs and define correlation between this test and routine MCQ in cardiology department of Shiraz medical school. This study was a descriptive study conducted on total cardiology residents of Shiraz Medical School. The study population consists of 40 residents in 2014. The routine CRPs and the MCQ tests was designed based on similar objectives and were carried out simultaneously. Reliability, item difficulty, item discrimination, and correlation between each item and the total score of CRPs were all measured by Excel and SPSS software for checking psycometeric CRPs test. Furthermore, we calculated the correlation between CRPs test and MCQ test. The mean differences of CRPs test score between residents' academic year [second, third and fourth year] were also evaluated by Analysis of variances test (One Way ANOVA) using SPSS software (version 20)(α=0.05). The mean and standard deviation of score in CRPs was 10.19 ±3.39 out of 20; in MCQ, it was 13.15±3.81 out of 20. Item difficulty was in the range of 0.27-0.72; item discrimination was 0.30-0.75 with question No.3 being the exception (that was 0.24). The correlation between each item and the total score of CRP was 0.26-0.87; the correlation between CRPs test and MCQ test was 0.68 (preasoning in residents. It can be included in cardiology residency assessment programs.

Linking neuroscientific research on decision making to the educational context of novice students assigned to a multiple-choice scientific task involving common misconceptions about electrical circuits

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Patrice ePotvin

2014-01-01

Full Text Available Functional magnetic resonance imaging was used to identify the brain-based mechanisms of uncertainty and certainty associated with answers to multiple-choice questions involving common misconceptions about electric circuits. Twenty-two (22 scientifically novice participants (humanities and arts college students were asked, in an fMRI study, whether or not they thought the light bulbs in images presenting electric circuits were lighted up correctly, and if they were certain or uncertain of their answers. When participants reported that they were unsure of their responses, analyses revealed significant activations in brain areas typically involved in uncertainty (anterior cingulate cortex, anterior insula cortex, and superior/dorsomedial frontal cortex and in the left middle/superior temporal lobe. Certainty was associated with large bilateral activations in the occipital and parietal regions usually involved in visuospatial processing. Correct-and-certain answers were associated with activations that suggest a stronger mobilization of visual attention resources when compared to incorrect-and-certain answers. These findings provide insights into brain-based mechanisms of uncertainty that are activated when common misconceptions, identified as such by science education research literature, interfere in decision making in a school-like task. We also discuss the implications of these results from an educational perspective.

Dual processing theory and experts' reasoning: exploring thinking on national multiple-choice questions

NARCIS (Netherlands)

Durning, S.J.; Dong, T.; Artino, A.R.; Vleuten, C. van der; Holmboe, E.; Schuwirth, L.

2015-01-01

BACKGROUND: An ongoing debate exists in the medical education literature regarding the potential benefits of pattern recognition (non-analytic reasoning), actively comparing and contrasting diagnostic options (analytic reasoning) or using a combination approach. Studies have not, however, explicitly

Professional choice early education teachers’ views

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Ive Carina Rodrigues Lima Brasil

2012-05-01

Full Text Available This qualitative and exploratory research aimed at investigating the underlying reasons for the professional choice of teachers who work with early education. 17 teachers (7 from public schools and 10 from private schools were interviewed in depth in a semi-structured manner. Questions concerned the reasons that guided participants’ professional choice. According to the results, the main reasons for choosing to work with children were associated with love for children, family influence, opportunity, idealism, enchantment and special talent to work with children. Some of the interviewees’ had working with children as a professional option consciously made, whether others were merely taken by the circumstances. Stereotyped views of the profession (feminine profession are also addressed.

Who Knows? Question Format and Political Knowledge

DEFF Research Database (Denmark)

Robison, Joshua

2015-01-01

Political knowledge is one of the most influential variables in political science. However, scholars still grapple with its theoretical meaning and how to measure it best. I address the deeply contested issue of whether knowledge should be measured with either an open-ended or closed-choice measure......, the results reported here raise important questions about the validity of knowledge indices and also have implications for the general study of political attitudes and behavior....

Making System Dynamics Cool IV : Teaching & Testing with Cases & Quizzes

NARCIS (Netherlands)

Pruyt, E.

2012-01-01

This follow-up paper presents cases and multiple choice questions for teaching and testing System Dynamics modeling. These cases and multiple choice questions were developed and used between January 2012 and April 2012 a large System Dynamics course (250+ 2nd year BSc and 40+ MSc students per year)

Reincarnation Revisited: Question format and the distribution of belief in reincarnation in survey research

OpenAIRE

Siegers, Pascal

2013-01-01

Comparing frequency of belief in reincarnation from different international survey projects (RAMP, EVS, ISSP) reveals differences of about 15 to 20 percent depending on the specific question format. If single binary questions are used, then belief in reincarnation is more often reported than if a forced-choice question is used which offers respondents alternatives to belief in reincarnation (e.g. resurrection). One possible explanation for this result is that respondents confuse reincarnation...

Renewable energy systems the choice and modeling of 100% renewable solutions

CERN Document Server

Lund, Henrik

2009-01-01

How can society quickly convert to renewable energy? Can worldwide energy needs ever be met through 100% renewable sources? The answers to these questions rest largely on the perception of choice in the energy arena. It is of pivotal importance that engineers, researchers and policymakers understand what choices are available, and reasonable, when considering the design and deployment of new energy systems. The mission of this new book, written by one of the world's foremost experts in renewable power, is to arm these professionals with the tools and methodologies necessary to make smart choic

Rational Choice, Consumer Vulnerability and Empowerment: Diverging Economic Perspectives and Issues for Debate

Directory of Open Access Journals (Sweden)

Mădălina Bălău-Ariton

2013-05-01

Full Text Available This paper discusses the issue of consumer choice seen from two quite diverging perspectives: rational choice theory and consumer empowerment as it is currently measured by available research at European Union level. The question we try to answer is: In what manner do the assumptions on consumer rational choice influence the actual understanding of choice and the improvement of the fairness of the choice? To this aim we review the basic theoretical ideas on rational choice and consumer empowerment, as well as the conclusions of previous research on Romanian consumers’ empowerment current situation. The main finding of this analysis is that Romanian consumer choice needs more awareness, an increase of consumer skills and more active individual involvement in discussing these issues.

A Common Mechanism Underlying Food Choice and Social Decisions.

Directory of Open Access Journals (Sweden)

Ian Krajbich

2015-10-01

Full Text Available People make numerous decisions every day including perceptual decisions such as walking through a crowd, decisions over primary rewards such as what to eat, and social decisions that require balancing own and others' benefits. The unifying principles behind choices in various domains are, however, still not well understood. Mathematical models that describe choice behavior in specific contexts have provided important insights into the computations that may underlie decision making in the brain. However, a critical and largely unanswered question is whether these models generalize from one choice context to another. Here we show that a model adapted from the perceptual decision-making domain and estimated on choices over food rewards accurately predicts choices and reaction times in four independent sets of subjects making social decisions. The robustness of the model across domains provides behavioral evidence for a common decision-making process in perceptual, primary reward, and social decision making.

Choices and changes: Eccles' Expectancy-Value model and upper-secondary school students' longitudinal reflections about their choice of a STEM education

Science.gov (United States)

Lykkegaard, Eva; Ulriksen, Lars

2016-03-01

During the past 30 years, Eccles' comprehensive social-psychological Expectancy-Value Model of Motivated Behavioural Choices (EV-MBC model) has been proven suitable for studying educational choices related to Science, Technology, Engineering and/or Mathematics (STEM). The reflections of 15 students in their last year in upper-secondary school concerning their choice of tertiary education were examined using quantitative EV-MBC surveys and repeated qualitative interviews. This article presents the analyses of three cases in detail. The analytical focus was whether the factors indicated in the EV-MBC model could be used to detect significant changes in the students' educational choice processes. An important finding was that the quantitative EV-MBC surveys and the qualitative interviews gave quite different results concerning the students' considerations about the choice of tertiary education, and that significant changes in the students' reflections were not captured by the factors of the EV-MBC model. This questions the validity of the EV-MBC surveys. Moreover, the quantitative factors from the EV-MBC model did not sufficiently explain students' dynamical educational choice processes where students in parallel considered several different potential educational trajectories. We therefore call for further studies of the EV-MBC model's use in describing longitudinal choice processes and especially in investigating significant changes.

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

Science.gov (United States)

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.

Mexico's critical choices

International Nuclear Information System (INIS)

Marcos, E.

1990-01-01

In Mexico, the 1982 fall in international oil prices shook the national conscience and pushed the Mexican people in search of a new national image and toward the choices they must make to attain that image. But, according to the author of this paper, the country as a whole has already made critical choices for overall strategy and there are reasons for optimism. In the current economic environment of growing domestic demand and enhanced international competitiveness, the author sees PEMEX (the Mexican national oil company) facing not only the challenge of responding to the rapid changes taking place in the Mexican economy, but also making a significant contribution toward the solid and stable growth of the country. The relevant question is how PEMEX will live up to these expectations. This paper describes several steps PEMEX has taken already or is preparing to take in order to meet this challenge, including: investment in the domestic petrochemical industry; entry into the Eurobond market; development of new methods of project financing

Auction fever: exploring informational social influences on bidder choices.

Science.gov (United States)

Chen, Yi-Fen

2011-01-01

Previous investigations of herd behavior have identified the importance of informational social influences in consumer decision making. This research presents three studies examining herd behavior in online auctions. The three studies addressed the influence on bidder online choices of herd cues frequently found in online auctions, including bid number, feedback ratings, and number of questions and answers. This research also investigated the effect of different levels of herd cues on bidder online choices under high and low brand awareness in online auctions. The experimental results demonstrated that bidders use online herd cues when making decisions in online auctions. Additionally, different levels of herd cues influence bidder online choices in both high and low brand awareness product situations.

Comparing two methods of education (virtual versus traditional) on learning of Iranian dental students: a post-test only design study.

Science.gov (United States)

Moazami, Fariborz; Bahrampour, Ehsan; Azar, Mohammad Reza; Jahedi, Farzad; Moattari, Marzieh

2014-03-05

The importance of using technologies such as e-learning in different disciplines is discussed in the literature. Researchers have measured the effectiveness of e-learning in a number of fields.Considering the lack of research on the effectiveness of online learning in dental education particularly in Iran, the advantages of these learning methods and the positive university atmosphere regarding the use of online learning. This study, therefore, aims to compare the effects of two methods of teaching (virtual versus traditional) on student learning. This post-test only design study approached 40, fifth year dental students of Shiraz University of Medical Sciences. From this group, 35 students agreed to participate. These students were randomly allocated into two groups, experimental (virtual learning) and comparison (traditional learning). To ensure similarity between groups, we compared GPAs of all participants by the Mann-Whitney U test (P > 0.05). The experimental group received a virtual learning environment courseware package specifically designed for this study, whereas the control group received the same module structured in a traditional lecture form. The virtual learning environment consisted of online and offline materials. Two identical valid, reliable post-tests that consisted of 40 multiple choice questions (MCQs) and 4 essay questions were administered immediately (15 min) after the last session and two months later to assess for knowledge retention. Data were analyzed by SPSS version 20. A comparison of the mean knowledge score of both groups showed that virtual learning was more effective than traditional learning (effect size = 0.69). The newly designed virtual learning package is feasible and will result in more effective learning in comparison with lecture-based training. However further studies are needed to generalize the findings of this study.

Actions and Beliefs : Estimating Distribution-Based Preferences Using a Large Scale Experiment with Probability Questions on Expectations

NARCIS (Netherlands)

Bellemare, C.; Kroger, S.; van Soest, A.H.O.

2005-01-01

We combine the choice data of proposers and responders in the ultimatum game, their expectations elicited in the form of subjective probability questions, and the choice data of proposers ("dictator") in a dictator game to estimate a structural model of decision making under uncertainty.We use a

Effects of Individual Differences in Working Memory on Plan Presentational Choices.

Science.gov (United States)

Tintarev, Nava; Masthoff, Judith

2016-01-01

This paper addresses research questions that are central to the area of visualization interfaces for decision support: (RQ1) whether individual user differences in working memory should be considered when choosing how to present visualizations; (RQ2) how to present the visualization to support effective decision making and processing; and (RQ3) how to evaluate the effectiveness of presentational choices. These questions are addressed in the context of presenting plans, or sequences of actions, to users. The experiments are conducted in several domains, and the findings are relevant to applications such as semi-autonomous systems in logistics. That is, scenarios that require the attention of humans who are likely to be interrupted, and require good performance but are not time critical. Following a literature review of different types of individual differences in users that have been found to affect the effectiveness of presentational choices, we consider specifically the influence of individuals' working memory (RQ1). The review also considers metrics used to evaluate presentational choices, and types of presentational choices considered. As for presentational choices (RQ2), we consider a number of variants including interactivity, aggregation, layout, and emphasis. Finally, to evaluate the effectiveness of plan presentational choices (RQ3) we adopt a layered-evaluation approach and measure performance in a dual task paradigm, involving both task interleaving and evaluation of situational awareness. This novel methodology for evaluating visualizations is employed in a series of experiments investigating presentational choices for a plan. A key finding is that emphasizing steps (by highlighting borders) can improve effectiveness on a primary task, but only when controlling for individual variation in working memory.

Effects of Individual Differences in Working Memory on Plan Presentational Choices

Directory of Open Access Journals (Sweden)

Nava Tintarev

2016-11-01

Full Text Available This paper addresses research questions that are central to the area of visualization interfaces for decision support: RQ1 whether individual user differences in working memory should be considered when making choosing how to present visualizations; RQ2 how to present the visualization to support effective decision making and processing; and RQ3 how to evaluate the effectiveness of presentational choices. These questions are addressed in the context of presenting plans, or sequences of actions, to users. The experiments are conducted in several domains, and the findings are relevant to applications such as semi-autonomous systems in logistics. That is, scenarios that require the attention of humans who are likely to be interrupted, and require good performance but are not time critical. Following a literature review of different types of individual differences in users that have been found to affect the effectiveness of presentational choices, we consider specifically the influence of individuals' working memory (RQ1. The review also considers metrics used to evaluate presentational choices, and types of presentational choices considered. As for presentational choices (RQ2, we consider a number of variants including interactivity, aggregation, layout, and emphasis. Finally, to evaluate the effectiveness of plan presentational choices (RQ3 we adopt a layered-evaluation approach and measure performance in a dual task paradigm, involving both task interleaving and evaluation of situational awareness. This novel methodology for evaluating visualizations is employed in a series of experiments investigating presentational choices for a plan. A key finding is that emphasizing steps (by highlighting borders can improve effectiveness on a primary task, but only when controlling for individual variation in working memory.

The social representations of the greenhouse effect (6. wave of questions)

International Nuclear Information System (INIS)

2005-01-01

Six waves of questions concerning the public opinion of the greenhouse effect, were realized by the ISL in May 2000, March 2001, July 2002, June 2003 and May 2004. This sixth wave was realized between June 14 and 25 2005. The report presents the questions asked and analyzes the answers. The concerned domains are the greenhouse effect, the causes, the consequences, the greenhouse effect remediation (technical and political choices), the climatic change, the confidence on the actors and the institutions. (A.L.B.)

Teaching Individuals with Profound Multiple Disabilities to Access Preferred Stimuli with Multiple Microswitches

Science.gov (United States)

Tam, Gee May; Phillips, Katrina J.; Mudford, Oliver C.

2011-01-01

We replicated and extended previous research on microswitch facilitated choice making by individuals with profound multiple disabilities. Following an assessment of stimulus preferences, we taught 6 adults with profound multiple disabilities to emit 2 different responses to activate highly preferred stimuli. All participants learnt to activate…

Identification of Misconceptions through Multiple Choice Tasks at Municipal Chemistry Competition Test

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Dušica D Milenković

2016-01-01

Full Text Available In this paper, the level of conceptual understanding of chemical contents among seventh grade students who participated in the municipal Chemistry competition in Novi Sad, Serbia, in 2013 have been examined. Tests for the municipal chemistry competition were used as a measuring instrument, wherein only multiple choice tasks were considered and analyzed. Determination of the level of conceptual understanding of the tested chemical contents was based on the calculation of the frequency of choosing the correct answers. Thereby, identification of areas of satisfactory conceptual understanding, areas of roughly adequate performance, areas of inadequate performance, and areas of quite inadequate performance have been conducted. On the other hand, the analysis of misconceptions was based on the analysis of distractors. The results showed that satisfactory level of conceptual understanding and roughly adequate performance characterize majority of contents, which was expected since only the best students who took part in the contest were surveyed. However, this analysis identified a large number of misunderstandings, as well. In most of the cases, these misconceptions were related to the inability to distinguish elements, compounds, homogeneous and heterogeneous mixtures. Besides, it is shown that students are not familiar with crystal structure of the diamond, and with metric prefixes. The obtained results indicate insufficient visualization of the submicroscopic level in school textbooks, the imprecise use of chemical language by teachers and imprecise use of language in chemistry textbooks.

An Economic Analysis of Identity and Career Choice

DEFF Research Database (Denmark)

Humlum, Maria Knoth; Kleinjans, Kristin J.; Nielsen, Helena Skyt

2007-01-01

Standard economic models which focus on pecuniary payoffs cannot explain why there are highly able individuals who choose careers with low pecuniary re- turns. Therefore, financial incentives are unlikely to be effective in influencing career choices of these individuals. Based on Akerlof...... and Kranton (2000), we con- sider a model of career choice and identity where individuals derive non-pecuniary identity payoffs. Using factor analysis on a range of attitude questions, we find two factors related to identity (career orientation and social orientation), which are important for educational...... choices. The implication is that policymakers and institutions of higher education need to focus on identity related issues rather than just improved financial incentives if they aim at attracting the high ability youth to occupations with excess demand for labor....

Formatt: Correcting protein multiple structural alignments by incorporating sequence alignment

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Daniels Noah M

2012-10-01

Full Text Available Abstract Background The quality of multiple protein structure alignments are usually computed and assessed based on geometric functions of the coordinates of the backbone atoms from the protein chains. These purely geometric methods do not utilize directly protein sequence similarity, and in fact, determining the proper way to incorporate sequence similarity measures into the construction and assessment of protein multiple structure alignments has proved surprisingly difficult. Results We present Formatt, a multiple structure alignment based on the Matt purely geometric multiple structure alignment program, that also takes into account sequence similarity when constructing alignments. We show that Formatt outperforms Matt and other popular structure alignment programs on the popular HOMSTRAD benchmark. For the SABMark twilight zone benchmark set that captures more remote homology, Formatt and Matt outperform other programs; depending on choice of embedded sequence aligner, Formatt produces either better sequence and structural alignments with a smaller core size than Matt, or similarly sized alignments with better sequence similarity, for a small cost in average RMSD. Conclusions Considering sequence information as well as purely geometric information seems to improve quality of multiple structure alignments, though defining what constitutes the best alignment when sequence and structural measures would suggest different alignments remains a difficult open question.

Ant system for reliability optimization of a series system with multiple-choice and budget constraints

International Nuclear Information System (INIS)

Nahas, Nabil; Nourelfath, Mustapha

2005-01-01

Many researchers have shown that insect colonies behavior can be seen as a natural model of collective problem solving. The analogy between the way ants look for food and combinatorial optimization problems has given rise to a new computational paradigm, which is called ant system. This paper presents an application of ant system in a reliability optimization problem for a series system with multiple-choice constraints incorporated at each subsystem, to maximize the system reliability subject to the system budget. The problem is formulated as a nonlinear binary integer programming problem and characterized as an NP-hard problem. This problem is solved by developing and demonstrating a problem-specific ant system algorithm. In this algorithm, solutions of the reliability optimization problem are repeatedly constructed by considering the trace factor and the desirability factor. A local search is used to improve the quality of the solutions obtained by each ant. A penalty factor is introduced to deal with the budget constraint. Simulations have shown that the proposed ant system is efficient with respect to the quality of solutions and the computing time

Variation in choice of study design: findings from the Epidemiology Design Decision Inventory and Evaluation (EDDIE) survey.

Science.gov (United States)

Stang, Paul E; Ryan, Patrick B; Overhage, J Marc; Schuemie, Martijn J; Hartzema, Abraham G; Welebob, Emily

2013-10-01

Researchers using observational data to understand drug effects must make a number of analytic design choices that suit the characteristics of the data and the subject of the study. Review of the published literature suggests that there is a lack of consistency even when addressing the same research question in the same database. To characterize the degree of similarity or difference in the method and analysis choices made by observational database research experts when presented with research study scenarios. On-line survey using research scenarios on drug-effect studies to capture method selection and analysis choices that follow a dependency branching based on response to key questions. Voluntary participants experienced in epidemiological study design solicited for participation through registration on the Observational Medical Outcomes Partnership website, membership in particular professional organizations, or links in relevant newsletters. Description (proportion) of respondents selecting particular methods and making specific analysis choices based on individual drug-outcome scenario pairs. The number of questions/decisions differed based on stem questions of study design, time-at-risk, outcome definition, and comparator. There is little consistency across scenarios, by drug or by outcome of interest, in the decisions made for design and analyses in scenarios using large healthcare databases. The most consistent choice was the cohort study design but variability in the other critical decisions was common. There is great variation among epidemiologists in the design and analytical choices that they make when implementing analyses in observational healthcare databases. These findings confirm that it will be important to generate empiric evidence to inform these decisions and to promote a better understanding of the impact of standardization on research implementation.

Early Education and Professional Choice: Brazilian Teachers' Views

Science.gov (United States)

Galvão, Afonso; Brasil, Ive

2014-01-01

This qualitative and exploratory research is aimed at investigating the underlying reasons for the professional choice of Brazilian teachers who work within early education. Seventeen teachers (seven from public schools and 10 from private schools) were interviewed in depth in a semi-structured manner. Questions concerned the reasons that guided…

The axiom of multiple choice and models for constructive set theory

NARCIS (Netherlands)

van den Berg, B.; Moerdijk, I.

2014-01-01

We propose an extension of Aczel's constructive set theory CZF by an axiom for inductive types and a choice principle, and show that this extension has the following properties: it is interpretable in Martin-Löf's type theory (hence acceptable from a constructive and generalized-predicative

Digital assessments – challenges, choices and pitfalls

DEFF Research Database (Denmark)

Simonsen, Eivind Ortind

assessments at the faculty of Health, Aarhus University. Today (2015) we have digitalized approximately 70 % of our assessments, including MCQ (multiple choice) and OSCE (objective structured clinical examination), with 7-800 students assessed each semester. We have developed our own systems...

Gender and Performance in Accounting Examinations: Exploring the Impact of Examination Format

Science.gov (United States)

Arthur, Neal; Everaert, Patricia

2012-01-01

This paper addresses the question of whether the increasing use of multiple-choice questions will favour particular student groups, i.e. male or female students. Using data from Belgium, this paper empirically examines the existence of a gender effect by comparing the relative performance of male and female students in both multiple-choice and…

The framing of decisions and the psychology of choice.

Science.gov (United States)

Tversky, A; Kahneman, D

1981-01-30

The psychological principles that govern the perception of decision problems and the evaluation of probabilities and outcomes produce predictable shifts of preference when the same problem is framed in different ways. Reversals of preference are demonstrated in choices regarding monetary outcomes, both hypothetical and real, and in questions pertaining to the loss of human lives. The effects of frames on preferences are compared to the effects of perspectives on perceptual appearance. The dependence of preferences on the formulation of decision problems is a significant concern for the theory of rational choice.

The Relationship Between Personality Types and Career Choice of ...

African Journals Online (AJOL)

The study was carried out to investigate the Relationship between Personality Types and Career Choice of Secondary School Students in Nigeria. The researchers formulated one research question and one hypothesis to guide the study. The researchers employed two sampling techniques, cluster and random sampling ...

Negative Marking and the Student Physician–-A Descriptive Study of Nigerian Medical Schools

Directory of Open Access Journals (Sweden)

Ikenna Kingsley Ndu

2016-01-01

Full Text Available Background There is considerable debate about the two most commonly used scoring methods, namely, the formula scoring (popularly referred to as negative marking method in our environment and number right scoring methods. Although the negative marking scoring system attempts to discourage students from guessing in order to increase test reliability and validity, there is the view that it is an excessive and unfair penalty that also increases anxiety. Feedback from students is part of the education process; thus, this study assessed the perception of medical students about negative marking method for multiple choice question (MCQ examination formats and also the effect of gender and risk-taking behavior on scores obtained with this assessment method. Methods This was a prospective multicenter survey carried out among fifth year medical students in Enugu State University and the University of Nigeria. A structured questionnaire was administered to 175 medical students from the two schools, while a class test was administered to medical students from Enugu State University. Qualitative statistical methods including frequencies, percentages, and chi square were used to analyze categorical variables. Quantitative statistics using analysis of variance was used to analyze continuous variables. Results Inquiry into assessment format revealed that most of the respondents preferred MCQs (65.9%. One hundred and thirty students (74.3% had an unfavorable perception of negative marking. Thirty-nine students (22.3% agreed that negative marking reduces the tendency to guess and increases the validity of MCQs examination format in testing knowledge content of a subject compared to 108 (61.3% who disagreed with this assertion (χ 2 = 23.0, df = 1, P = 0.000. The median score of the students who were not graded with negative marking was significantly higher than the score of the students graded with negative marking ( P = 0.001. There was no statistically

Questioning the Questions

Science.gov (United States)

Tienken, Christopher H.; Goldberg, Stephanie; DiRocco, Dominic

2010-01-01

Historical accounts of questioning used in the education process trace back to Socrates. One of the best examples of his use of questioning is found in Plato's "The Republic." Socrates used a series of strategic questions to help his student Glaucon come to understand the concept of justice. Socrates purposefully posed a series of…

Food Choices under Stress: Considering Internet Usage and Social Support

OpenAIRE

Drescher, Larissa S.; Hasselbach, Johanna

2014-01-01

It is a known fact that stress negatively affects food choices. Consequentially, this paper analyzes three different research questions using a sample of 330 international students in Germany. Firstly, it is observed if stress affects students’ motivations to eat, i.e. if it triggers changes in the motivation behind food choices. Results show that this is not the case. Secondly, it is tested if social support acts as a buffer on the relationship between stress and healthy eating, similarly to...

Multiple choice questions are superior to extended matching questions to identify medicine and biomedical sciences students who perform poorly.

Science.gov (United States)

Eijsvogels, Thijs M H; van den Brand, Tessa L; Hopman, Maria T E

2013-11-01

In recent years, medical faculties at Dutch universities have implemented a legally binding study advice to students of medicine and biomedical sciences during their propaedeutic phase. Appropriate examination is essential to discriminate between poor (grade age and examination preference on this score. Data were collected for 452 first-year medical and biomedical science students during three distinct course examinations: one examination with EMQ only, one with MCQ only and one mixed examination (including EMQ and MCQ). Logistic regression analysis revealed that MCQ examination was 3 times better in identifying poor students compared with EMQ (RR 3.0, CI 2.0-4.5), whereas EMQ better detected excellent students (average grade ≥8) (RR 1.93, CI 1.47-2.53). Mixed examination had comparable characteristics to MCQ. Sex and examination preference did not impact the score of the student. Students ≥20 years had a 4-fold higher risk ratio of obtaining a poor grade (<6) compared with students ≤18 years old (RR 4.1, CI 2.1-8.0). Given the strong discriminative capacity of MCQ examinations to identify poor students, we recommend the use of this type of examination during the propaedeutic phase of medicine and biomedical science study programmes, in the light of the binding study advice.

Multiple choice questions are superior to extended matching questions to identify medicine and biomedical sciences students who perform poorly.

NARCIS (Netherlands)

Eijsvogels, T.M.H.; Brand, T.L. van den; Hopman, M.T.E.

2013-01-01

In recent years, medical faculties at Dutch universities have implemented a legally binding study advice to students of medicine and biomedical sciences during their propaedeutic phase. Appropriate examination is essential to discriminate between poor (grade <6), moderate (grade 6-8) and excellent

Choice of forum in an area of freedom, security and justice

Directory of Open Access Journals (Sweden)

Michiel Luchtman

2011-01-01

Full Text Available This article deals with the question of which state, in the case of overlapping jurisdictions, should investigate, prosecute and try offences in the European area of freedom, security and justice (choice of forum. As binding instruments on the choice of forum currently have no priority for the European legislator, this issue is de facto left largely to the legislative and executive branches of the Member States. Yet the question of whether this Member State discretion is acceptable de iure remains unanswered. This article assesses the relevant EU instruments in light of the requirement of a 'tribunal established by law' (Article 6 ECHR; Article 47 CFR and addresses the issue of whether this requirement, in addition to its role in the national context, is also of relevance for the AFSJ as a whole. It is submitted that the choice of forum has a clear constitutional dimension, including a prominent role for the national and European judiciary as well. Only if concerns of losing national sovereignty are overcome will it be possible to start the debate on what actions must follow.

Sample selection and taste correlation in discrete choice transport modelling

DEFF Research Database (Denmark)

Mabit, Stefan Lindhard

2008-01-01

explain counterintuitive results in value of travel time estimation. However, the results also point at the difficulty of finding suitable instruments for the selection mechanism. Taste heterogeneity is another important aspect of discrete choice modelling. Mixed logit models are designed to capture...... the question for a broader class of models. It is shown that the original result may be somewhat generalised. Another question investigated is whether mode choice operates as a self-selection mechanism in the estimation of the value of travel time. The results show that self-selection can at least partly...... of taste correlation in willingness-to-pay estimation are presented. The first contribution addresses how to incorporate taste correlation in the estimation of the value of travel time for public transport. Given a limited dataset the approach taken is to use theory on the value of travel time as guidance...

Exploring how individuals complete the choice tasks in a discrete choice experiment: an interview study

Directory of Open Access Journals (Sweden)

Jorien Veldwijk

2016-04-01

Full Text Available Abstract Background To be able to make valid inferences on stated preference data from a Discrete Choice Experiment (DCE it is essential that researchers know if participants were actively involved, understood and interpreted the provided information correctly and whether they used complex decision strategies to make their choices and thereby acted in accordance with the continuity axiom. Methods During structured interviews, we explored how 70 participants evaluated and completed four discrete choice tasks aloud. Hereafter, additional questions were asked to further explore if participants understood the information that was provided to them and whether they used complex decision strategies (continuity axiom when making their choices. Two existing DCE questionnaires on rotavirus vaccination and prostate cancer-screening served as case studies. Results A large proportion of the participants was not able to repeat the exact definition of the risk attributes as explained to them in the introduction of the questionnaire. The majority of the participants preferred more optimal over less optimal risk attribute levels. Most participants (66 % mentioned three or more attributes when motivating their decisions, thereby acting in accordance with the continuity axiom. However, 16 out of 70 participants continuously mentioned less than three attributes when motivating their decision. Lower educated and less literate participants tended to mention less than three attributes when motivating their decision and used trading off between attributes less often as a decision-making strategy. Conclusion The majority of the participants seemed to have understood the provided information about the choice tasks, the attributes, and the levels. They used complex decision strategies (continuity axiom and are therefore capable to adequately complete a DCE. However, based on the participants’ age, educational level and health literacy additional, actions should be

Effect of herd cues and product involvement on bidder online choices.

Science.gov (United States)

Chen, Yi-Fen; Wang, Ya-Ju

2010-08-01

Previous works have shown that consumers are influenced by others in decision making. Herd behavior is common in situations in which consumers infer product quality from other consumer choices and incorporate that information into their own decision making. This research presents two studies examining herd effect and the moderating role of product involvement on bidder choices in online auctions. The two studies addressed the influence on bidder online choices of herd cues frequently found in online auctions, including feedback ratings and number of questions and answers. The experimental results demonstrated that bidders use online herd cues when making decisions in online auctions. Additionally, the effects of herd cues on bidder online choices were stronger in high-involvement than low-involvement participants. Results and implications are discussed.

Discrete Choice Experiments: A Guide to Model Specification, Estimation and Software.

Science.gov (United States)

Lancsar, Emily; Fiebig, Denzil G; Hole, Arne Risa

2017-07-01

We provide a user guide on the analysis of data (including best-worst and best-best data) generated from discrete-choice experiments (DCEs), comprising a theoretical review of the main choice models followed by practical advice on estimation and post-estimation. We also provide a review of standard software. In providing this guide, we endeavour to not only provide guidance on choice modelling but to do so in a way that provides a 'way in' for researchers to the practicalities of data analysis. We argue that choice of modelling approach depends on the research questions, study design and constraints in terms of quality/quantity of data and that decisions made in relation to analysis of choice data are often interdependent rather than sequential. Given the core theory and estimation of choice models is common across settings, we expect the theoretical and practical content of this paper to be useful to researchers not only within but also beyond health economics.

A Case Study of School Choice and Special Education in the 21st Century

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Bernier, Lisa E.

2017-01-01

School choice is deeply rooted in the marketization theories originally presented by Milton Friedman in the 1950s. There are many school choice options available in Arizona. The purpose and primary research question of this case study explored how a Free Appropriate Public Education (FAPE) and other factors influenced the parents' decisions to…

Xhosa male initiation: freedom of choice versus the need to belong.

Science.gov (United States)

Venter, Rienie

2013-01-01

The question of choice and individual decision making in groups where a strong ideology exists has been repeatedly studied and debated. The objective of this paper is to highlight the aspects of influence pertaining to initiation in the life world of the Xhosa boy. The amaXhosa are speakers of Bantu languages traditionally living in south-east South-Africa, and in the last two centuries throughout the southern and central-southern parts of the country. To substantiate the literature study, a survey in the form of a questionnaire was done to establish the attitudes of Xhosa people regarding traditional male initiation. To gather in-depth information from persons who had personal contact with initiates, interviews were conducted with two selected people in helping professions. The author argues that the traditional custom of male initiation among the amaXhosa rests on an ideology that tolerates no dissent or critique and that deprives individuals of their decision-making power. It is further argued that the implication of not undergoing the ritual is so severe for Xhosa boys that the choice they are thought to have may not be a choice in practice. Questions were raised regarding the role of children and women in general in a patriarchal society. As an example of culture and religion as influencing factors in a group's reality, Xhosa male initiation was discussed. These arguments call for the raising of questions and identifying themes and discourse in the area of children's right to choice. The results indicate that, regardless of physical and psychological implications, the custom in its traditional form is still preferred by most respondents.

Infant male circumcision and the autonomy of the child: two ethical questions.

Science.gov (United States)

McMath, Akim

2015-08-01

Routine neonatal circumcision--the non-therapeutic circumcision of infant males--has generated considerable ethical controversy. In this article, I suggest that much of the disagreement results from conflicting ideas about the autonomy of the child. I examine two questions about autonomy. First, I ask whether we should be realists or idealists about the future autonomous choices of the child-that is, whether we should account for the fact that the child may not make the best choices in future, or whether we should assume that his future choices will reflect his best interests. Second, I ask whether the child has a right to autonomy with respect to circumcision, an interest in autonomy or neither--that is, whether respect for autonomy overrides considerations of interests, whether it counts as one interest among many or whether it counts for nothing. In response to the first question, I argue that we should be idealists when evaluating the child's own interests, but realists when evaluating public health justifications for circumcision. In response to the second question, I argue that the child has an interest in deciding whether or not to be circumcised, insofar as the decision is more likely to reflect his actual interests and his own values. Finally, I show how these findings may help to resolve some particular disputes over the ethics of infant male circumcision. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Putting Health Back Into Health Insurance Choice.

Science.gov (United States)

Atanasov, Pavel; Baker, Tom

2014-08-01

What are the barriers to voluntary take-up of high-deductible plans? We address this question using a large-scale employer survey conducted after an open-enrollment period in which a new high-deductible plan was first introduced. Only 3% of the employees chose this plan, despite the respondents' recognition of its financial advantages. Employees who believed that the high-deductible plan provided access to top physicians in the area were three times more likely to choose it than employees who did not share this belief. A framed field experiment using a similar choice menu showed that displaying additional financial information did not increase high-deductible plan take-up. However, when plans were presented as identical except for the deductible, respondents were highly likely to choose the high-deductible plan, especially in a two-way choice. These results suggest that informing plan choosers about high-deductible plans' health access provisions may affect choice more strongly than focusing on their financial advantages. © The Author(s) 2014.

Small group learning: effect on item analysis and accuracy of self-assessment of medical students.

Science.gov (United States)

Biswas, Shubho Subrata; Jain, Vaishali; Agrawal, Vandana; Bindra, Maninder

2015-01-01

Small group sessions are regarded as a more active and student-centered approach to learning. Item analysis provides objective evidence of whether such sessions improve comprehension and make the topic easier for students, in addition to assessing the relative benefit of the sessions to good versus poor performers. Self-assessment makes students aware of their deficiencies. Small group sessions can also help students develop the ability to self-assess. This study was carried out to assess the effect of small group sessions on item analysis and students' self-assessment. A total of 21 female and 29 male first year medical students participated in a small group session on topics covered by didactic lectures two weeks earlier. It was preceded and followed by two multiple choice question (MCQ) tests, in which students were asked to self-assess their likely score. The MCQs used were item analyzed in a previous group and were chosen of matching difficulty and discriminatory indices for the pre- and post-tests. The small group session improved the marks of both genders equally, but female performance was better. The session made the items easier; increasing the difficulty index significantly but there was no significant alteration in the discriminatory index. There was overestimation in the self-assessment of both genders, but male overestimation was greater. The session improved the self-assessment of students in terms of expected marks and expectation of passing. Small group session improved the ability of students to self-assess their knowledge and increased the difficulty index of items reflecting students' better performance.

Students as Rational Decision-Makers: The Question of Beliefs and Attitudes

Science.gov (United States)

Sullivan, Alice

2006-01-01

Rational choice theorists have analysed rates of participation in post-compulsory education, and, in particular, class differentials in these rates. Various claims have been made about the motivations of student decision-makers, but these claims have not been grounded empirically. This paper will assess the question of whether students' attitudes…

The incidence of calorie labeling on fast food choices: A comparison between stated preferences and actual choices.

Science.gov (United States)

Loureiro, Maria L; Rahmani, Djamel

2016-09-01

In order to test the effect of calorie information on fast food choices, we conducted a questionnaire employing two types of stated preferences methods (the best-worst-scaling and intentional questions) and a follow-up randomized field experiment in a sample of 119 participants. This combined approach allowed us to test the internal validity of preferences for fast food meals across elicitation scenarios. The results showed that calorie information reduces the probability of selecting high calorie meals only in the questionnaire, while it did not have any significant impact on actual purchasing behavior in the field experiment. Thus, the findings show that there is a clear difference between the role of calorie information on immediate stated preference choices, and the relatively low level of responsiveness in real choices in a restaurant. We believe that the current results are quite suggestive, indicating the limits of predicting actual fast food behavior, and may open the way to using data sources that combine stated methods with field experiments. Copyright © 2016 Elsevier B.V. All rights reserved.

Addiction and choice: Theory and new data

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Gene M Heyman

2013-05-01

Full Text Available Addiction’s biological basis has been the focus of much research. The findings have persuaded experts and the public that drug use in addicts is compulsive. But the word compulsive identifies patterns of behavior. Thus, the question is not whether addiction has a biology, but whether it is sensible to say that addicts use drugs compulsively. Research shows most of those who meet the American Psychiatric Association’s criteria for addiction quit using illegal drugs by age thirty, that they usually quit without professional help, and that the correlates of quitting include legal concerns, economic pressures, and the desire for respect, particularly from family members. That is, the correlates of quitting are the correlates of choice. However, addiction is, by definition, a disorder, and thereby not beneficial in the long run. This is precisely the pattern of choices predicted by quantitative choice principles, such as the matching law, melioration, and hyperbolic discounting. Although the brain disease model of addiction is perceived by many as received knowledge it is not supported by research or logic. In contrast, well established, quantitative choice principles predict both the possibility and the details of addiction.

Past-behavioural versus situational questions in a postgraduate admissions multiple mini-interview: a reliability and acceptability comparison.

Science.gov (United States)

Yoshimura, Hiroshi; Kitazono, Hidetaka; Fujitani, Shigeki; Machi, Junji; Saiki, Takuya; Suzuki, Yasuyuki; Ponnamperuma, Gominda

2015-04-14

The Multiple Mini-Interview (MMI) mostly uses 'Situational' Questions (SQs) as an interview format within a station, rather than 'Past-Behavioural' Questions (PBQs), which are most frequently adopted in traditional single-station personal interviews (SSPIs) for non-medical and medical selection. This study investigated reliability and acceptability of the postgraduate admissions MMI with PBQ and SQ interview formats within MMI stations. Twenty-six Japanese medical graduates, first completed the two-year national obligatory initial postgraduate clinical training programme and then applied to three specialty training programmes - internal medicine, general surgery, and emergency medicine - in a Japanese teaching hospital, where they underwent the Accreditation Council for Graduate Medical Education (ACGME)-competency-based MMI. This MMI contained five stations, with two examiners per station. In each station, a PBQ, and then an SQ were asked consecutively. PBQ and SQ interview formats were not separated into two different stations, or the order of questioning of PBQs and SQs in individual stations was not changed due to lack of space and experienced examiners. Reliability was analysed for the scores of these two MMI question types. Candidates and examiners were surveyed on this experience. The PBQ and SQ formats had generalisability coefficients of 0.822 and 0.821, respectively. With one examiner per station, seven stations could produce a reliability of more than 0.80 in both PBQ and SQ formats. More than 60% of both candidates and examiners felt positive about the overall candidates' ability. All participants liked the fairness of this MMI when compared with the previously experienced SSPI. SQs were perceived more favourable by candidates; in contrast, PBQs were perceived more relevant by examiners. Both PBQs and SQs are equally reliable and acceptable as station interview formats in the postgraduate admissions MMI. However, the use of the two formats within the

Managing Disease Risks from Trade: Strategic Behavior with Many Choices and Price Effects.

Science.gov (United States)

Chitchumnong, Piyayut; Horan, Richard D

2018-03-16

An individual's infectious disease risks, and hence the individual's incentives for risk mitigation, may be influenced by others' risk management choices. If so, then there will be strategic interactions among individuals, whereby each makes his or her own risk management decisions based, at least in part, on the expected decisions of others. Prior work has shown that multiple equilibria could arise in this setting, with one equilibrium being a coordination failure in which individuals make too few investments in protection. However, these results are largely based on simplified models involving a single management choice and fixed prices that may influence risk management incentives. Relaxing these assumptions, we find strategic interactions influence, and are influenced by, choices involving multiple management options and market price effects. In particular, we find these features can reduce or eliminate concerns about multiple equilibria and coordination failure. This has important policy implications relative to simpler models.

Which currency to set price? A model of multiple countries and risk averse firm

OpenAIRE

Jian Wang

2004-01-01

A crucial question centering many recent debates in the international macroeconomics is under which currency the price is sticky. This paper provides a microfoundation to study the firm¡¦s choice of price setting currency in the sticky price model. I first prove that the risk preference is a secondary consideration in the choice of the price setting currency. This result questions the claim that the currency forward market can change the currency choice of risk averse firms. Then I extend the...

Mode choice endogeneity in value of travel time estimation

DEFF Research Database (Denmark)

Mabit, Stefan Lindhard; Fosgerau, Mogens

The current way to estimate value of travel time is to use a mode-specific sample and hence to estimate mode-specific value of travel times. This approach raises certain questions concerning how to generalise the values to a population. A problem would be if there is an uncontrolled sample...... selection mechanism. This is the case if there is correlation between mode choice and the value of travel time that is not controlled for by explanatory variables. What could confuse the estimated values is the difficulty to separate mode effects from user effect. An example would be the effect of income...... of travel time we use a stated choice dataset. These data include binary choice within mode for car and bus. The first approach is to use a probit model to model mode choice using instruments and then use this in the estimation of the value of travel time. The second approach is based on the use of a very...

A labelled discrete choice experiment adds realism to the choices presented: preferences for surveillance tests for Barrett esophagus

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Donkers Bas

2009-05-01

Full Text Available Abstract Background Discrete choice experiments (DCEs allow systematic assessment of preferences by asking respondents to choose between scenarios. We conducted a labelled discrete choice experiment with realistic choices to investigate patients' trade-offs between the expected health gains and the burden of testing in surveillance of Barrett esophagus (BE. Methods Fifteen choice scenarios were selected based on 2 attributes: 1 type of test (endoscopy and two less burdensome fictitious tests, 2 frequency of surveillance. Each test-frequency combination was associated with its own realistic decrease in risk of dying from esophageal adenocarcinoma. A conditional logit model was fitted. Results Of 297 eligible patients (155 BE and 142 with non-specific upper GI symptoms, 247 completed the questionnaire (84%. Patients preferred surveillance to no surveillance. Current surveillance schemes of once every 1–2 years were amongst the most preferred alternatives. Higher health gains were preferred over those with lower health gains, except when test frequencies exceeded once a year. For similar health gains, patients preferred video-capsule over saliva swab and least preferred endoscopy. Conclusion This first example of a labelled DCE using realistic scenarios in a healthcare context shows that such experiments are feasible. A comparison of labelled and unlabelled designs taking into account setting and research question is recommended.

How libraries make tough choices in difficult times purposeful abandonment

CERN Document Server

Stern, David

2013-01-01

Contemporary library managers face the need to make difficult choices regarding resource allocation in the modern business environment. How Libraries Make Tough Choices in Difficult Times is a practical guide for library managers, offering techniques to analyze existing and potential services, implement best practices for maximizing existing resources, and utilize pressing financial scenarios in order to justify making difficult reallocation decisions. The book begins by asking the fundamental questions of why, what, and how, moving on to look at how to manage expectations and report to both a

Linguistic Justice for which Demos? The Democratic Legitimacy of Language Regime Choices

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Garcia Núria

2016-10-01

Full Text Available In the European Union language regime debate, theorists of multiculturalism and cosmopolitanism have framed their arguments in reference to different theories of justice and democracy. Philippe Van Parijs advocates the diffusion of a lingua franca, namely English, as means of changing the scale of the justificatory community to the European level and allowing the creation of a transnational demos. Paradoxically, one key dimension of democracy has hardly been addressed in this discussion: the question of the democratic legitimacy of language regime choices and citizens’ preferences on the different language regime scenarios. Addressing the question of the congruence of language policy choices operated by national and European elites and ordinary citizens’ preferences, this paper argues first that the dimension of democratic legitimacy is crucial and needs to be taken into account in discussions around linguistic justice. Criticizing the assumption of a direct correspondence between individuals’ language learning choices and citizens’ language regime preferences made by different authors, the analysis shows the ambivalence of citizens’ preferences measured by survey data. The article secondly raises the question of the boundaries of the political community at which the expression of citizens’ preferences should be measured and demonstrates that the outcome and the fairness of territorial linguistic regimes may vary significantly according to the level at which this democratic legitimacy is taken into account.

Women's choice of childbirth setting.

Science.gov (United States)

Mackey, M C

1990-01-01

As part of a larger study on women's views of the childbirth experience, this study was focused on women's choice of childbirth setting. Sixty-one Lamaze-prepared, married multigravidae between the ages of 21 and 37 and experiencing a normal pregnancy were interviewed twice: at 36-38 weeks gestation in their homes and during their postpartum stay in the hospital. Data were collected using (a) two semistructured interview guides consisting of open-ended questions about choosing a caregiver and the place of birth and about describing the actual childbirth experience, (b) a self-administered sociodemographic questionnaire, and (c) an obstetrical and infant data form. The tape-recorded interviews were transcribed verbatim. Qualitative data analysis was focused on reasons for choosing a hospital and a physician, reasons for choosing or not choosing a birthing room, and the outcomes of the decisions. An understanding of women's childbirth needs as reflected in their choices can suggest areas where flexibility might be built into maternity care programs.

Parental Choice of School, Class Strategies, and Educational Inequality: An Essay Review of "School Choice in China--A Different Tale?" (X. Wu, New York, NY: Routledge, 2014, 168 pp. ISBN 978-0-415-81769-1)

Science.gov (United States)

Liu, Shuning; Apple, Michael W.

2016-01-01

Given the increasingly global nature of marketized school choice policies, this makes it even more crucial to investigate how the multiple scales, forms, and emphases of school choice in different countries are influenced by particular political, economic, and cultural conditions. While much of the critical research on school choice policies has…

Human X-chromosome inactivation pattern distributions fit a model of genetically influenced choice better than models of completely random choice

Science.gov (United States)

Renault, Nisa K E; Pritchett, Sonja M; Howell, Robin E; Greer, Wenda L; Sapienza, Carmen; Ørstavik, Karen Helene; Hamilton, David C

2013-01-01

In eutherian mammals, one X-chromosome in every XX somatic cell is transcriptionally silenced through the process of X-chromosome inactivation (XCI). Females are thus functional mosaics, where some cells express genes from the paternal X, and the others from the maternal X. The relative abundance of the two cell populations (X-inactivation pattern, XIP) can have significant medical implications for some females. In mice, the ‘choice' of which X to inactivate, maternal or paternal, in each cell of the early embryo is genetically influenced. In humans, the timing of XCI choice and whether choice occurs completely randomly or under a genetic influence is debated. Here, we explore these questions by analysing the distribution of XIPs in large populations of normal females. Models were generated to predict XIP distributions resulting from completely random or genetically influenced choice. Each model describes the discrete primary distribution at the onset of XCI, and the continuous secondary distribution accounting for changes to the XIP as a result of development and ageing. Statistical methods are used to compare models with empirical data from Danish and Utah populations. A rigorous data treatment strategy maximises information content and allows for unbiased use of unphased XIP data. The Anderson–Darling goodness-of-fit statistics and likelihood ratio tests indicate that a model of genetically influenced XCI choice better fits the empirical data than models of completely random choice. PMID:23652377

MCQs in Basic Science - Ophthalmology

African Journals Online (AJOL)

added a bottle of ten-year-old brandy at one-and-sixpence a ... district surgeons were at their immaculate best! Reports might filter through the news media but at home, no mention was ever made of the 'Who's Who' present on any given day.

Essays on portfolio choice with Bayesian methods

OpenAIRE

Kebabci, Deniz

2007-01-01

How investors should allocate assets to their portfolios in the presence of predictable components in asset returns is a question of great importance in finance. While early studies took the return generating process as given, recent studies have addressed issues such as parameter estimation and model uncertainty. My dissertation develops Bayesian methods for portfolio choice - and industry allocation in particular - under parameter and model uncertainty. The first chapter of my dissertation,...

75 FR 11553 - Final Fair Market Rents for the Housing Choice Voucher Program and Moderate Rehabilitation Single...

Science.gov (United States)

2010-03-11

... provided on the same website noted above. Any questions related to use of FMRs or voucher payment standards... the Housing Choice Voucher Program and Moderate Rehabilitation Single Room Occupancy Program for... County, ND. Both areas were having significant problems administering the Housing Choice Voucher program...

Is the interpretation of delayed-choice experiments misleading?

International Nuclear Information System (INIS)

Roussel, Pierre; Stefan, Iulian

2007-06-01

The interpretation of an experimental realization of Wheeler's delayed-choice Gedanken experiment is discussed and called into question. Once more, one finds that nature behaves in agreement with the prediction of quantum mechanics even in surprising situations where a tension with relativity seems to appear. If the experiment reported by Vincent Jacques et al (Science 315, 966.(2007)), which performs the Wheeler's Gedanken experiment, does not produce any 'delayed choice effect', it does exemplify the observation of a wave packet reduction in a very special situation: because of the short duration of the light pulse the wave packet is split into two parts with no connexity, which 'travel' separately along the spectrometer arms

Do pregnant women and their partners make an informed choice about first trimester risk assessment for Down syndrome, and are they satisfied with the choice?

DEFF Research Database (Denmark)

Bangsgaard, Louise; Tabor, Ann

2012-01-01

OBJECTIVE: All pregnant women in Denmark are offered risk assessment for Down syndrome. The aim of this study was to investigate whether women and partners make an informed choice about first trimester risk assessment, and their satisfaction with the choice. METHODS: A survey using multiple measure...... of knowledge (82% and 81%) and positive attitudes regarding risk assessment (97% and 98%), leading to 79% and 80% making an informed choice. Education predicted knowledge for women (odds ratio 3.42; 95% confidence interval 1.63-7.18) and partners (odds ratio 2.97; 95% confidence interval 1.37-6.45), country...... of origin predicted knowledge, attitude and informed choice among women. Three hundred thirty-two women (99%) and all partners were satisfied with having chosen risk assessment. CONCLUSIONS: Although 80% of pregnant women and partners make an informed choice about undergoing first trimester risk assessment...

Using non-food information to identify food-choice segment membership

NARCIS (Netherlands)

Kornelis, M.; Herpen, van E.; Lans, van der I.A.; Aramyan, L.H.

2010-01-01

Food companies, governments, and societal organizations use an increasing number of food-choice motives to persuade consumers to buy food products, and the question which combinations of motives matter for which type of consumer has become of central relevance. In this study, we use a concomitant

Questioning context: a set of interdisciplinary questions for investigating contextual factors affecting health decision making

Science.gov (United States)

Charise, Andrea; Witteman, Holly; Whyte, Sarah; Sutton, Erica J.; Bender, Jacqueline L.; Massimi, Michael; Stephens, Lindsay; Evans, Joshua; Logie, Carmen; Mirza, Raza M.; Elf, Marie

2011-01-01

Abstract Objective  To combine insights from multiple disciplines into a set of questions that can be used to investigate contextual factors affecting health decision making. Background  Decision‐making processes and outcomes may be shaped by a range of non‐medical or ‘contextual’ factors particular to an individual including social, economic, political, geographical and institutional conditions. Research concerning contextual factors occurs across many disciplines and theoretical domains, but few conceptual tools have attempted to integrate and translate this wide‐ranging research for health decision‐making purposes. Methods  To formulate this tool we employed an iterative, collaborative process of scenario development and question generation. Five hypothetical health decision‐making scenarios (preventative, screening, curative, supportive and palliative) were developed and used to generate a set of exploratory questions that aim to highlight potential contextual factors across a range of health decisions. Findings  We present an exploratory tool consisting of questions organized into four thematic domains – Bodies, Technologies, Place and Work (BTPW) – articulating wide‐ranging contextual factors relevant to health decision making. The BTPW tool encompasses health‐related scholarship and research from a range of disciplines pertinent to health decision making, and identifies concrete points of intersection between its four thematic domains. Examples of the practical application of the questions are also provided. Conclusions  These exploratory questions provide an interdisciplinary toolkit for identifying the complex contextual factors affecting decision making. The set of questions comprised by the BTPW tool may be applied wholly or partially in the context of clinical practice, policy development and health‐related research. PMID:21029277

Assessing the sensitivity of information distortion to four potential influences in studies of risky choice

Directory of Open Access Journals (Sweden)

Seth A. Miller

2013-11-01

Full Text Available The emergence of a leading alternative during the course of a decision is known to bias the evaluation of new information in a manner that favors that alternative. We report 3 studies that address the sensitivity of predecisional information distortion and its effects in hypothetical risky decisions with regard to 4 potential influences: choice domain, repeated choice, memory requirements, and intermediate progress questions. In Experiment 1 (N = 515, the magnitude of information distortion was similar in 5 choice domains (varied between participants involving monetary gambles, song downloads, frequent-flyer miles, political decisions, or medical decisions. Information distortion mediated the relationship between our manipulation of initial preferences and participants' final choices, with the magnitude of the indirect effect being roughly similar across domains. These results replicate and extend previous findings. Additionally, distortion decreased significantly over 4 similar decision problems (within participants, but remained significant in the fourth problem. In Experiment 2 (N = 214, information distortion increased significantly when previously viewed information remained available, apparently because reiterating that information strengthened emerging preferences. In Experiment 3 (N = 223, the removal of intermediate progress questions that measure information distortion and emerging preferences did not significantly affect final choices, again replicating previous results. We conclude that predecisional information distortion is a relatively stable and robust phenomenon that deserves a prominent role in descriptive theories of choice.

QTest: Quantitative Testing of Theories of Binary Choice.

Science.gov (United States)

Regenwetter, Michel; Davis-Stober, Clintin P; Lim, Shiau Hong; Guo, Ying; Popova, Anna; Zwilling, Chris; Cha, Yun-Shil; Messner, William

2014-01-01

The goal of this paper is to make modeling and quantitative testing accessible to behavioral decision researchers interested in substantive questions. We provide a novel, rigorous, yet very general, quantitative diagnostic framework for testing theories of binary choice. This permits the nontechnical scholar to proceed far beyond traditionally rather superficial methods of analysis, and it permits the quantitatively savvy scholar to triage theoretical proposals before investing effort into complex and specialized quantitative analyses. Our theoretical framework links static algebraic decision theory with observed variability in behavioral binary choice data. The paper is supplemented with a custom-designed public-domain statistical analysis package, the QTest software. We illustrate our approach with a quantitative analysis using published laboratory data, including tests of novel versions of "Random Cumulative Prospect Theory." A major asset of the approach is the potential to distinguish decision makers who have a fixed preference and commit errors in observed choices from decision makers who waver in their preferences.

QTest: Quantitative Testing of Theories of Binary Choice

Science.gov (United States)

Regenwetter, Michel; Davis-Stober, Clintin P.; Lim, Shiau Hong; Guo, Ying; Popova, Anna; Zwilling, Chris; Cha, Yun-Shil; Messner, William

2014-01-01

The goal of this paper is to make modeling and quantitative testing accessible to behavioral decision researchers interested in substantive questions. We provide a novel, rigorous, yet very general, quantitative diagnostic framework for testing theories of binary choice. This permits the nontechnical scholar to proceed far beyond traditionally rather superficial methods of analysis, and it permits the quantitatively savvy scholar to triage theoretical proposals before investing effort into complex and specialized quantitative analyses. Our theoretical framework links static algebraic decision theory with observed variability in behavioral binary choice data. The paper is supplemented with a custom-designed public-domain statistical analysis package, the QTest software. We illustrate our approach with a quantitative analysis using published laboratory data, including tests of novel versions of “Random Cumulative Prospect Theory.” A major asset of the approach is the potential to distinguish decision makers who have a fixed preference and commit errors in observed choices from decision makers who waver in their preferences. PMID:24999495

Drift: An Analysis of Outcome Framing in Intertemporal Choice

Science.gov (United States)

Read, Daniel; Frederick, Shane; Scholten, Marc

2013-01-01

People prefer to receive good outcomes immediately rather than wait, and they must be compensated for waiting. But what influences their decision about how much compensation is required for a given wait? To give a partial answer to this question, we develop the DRIFT model, a heuristic description of how framing influences intertemporal choice. We…

Social choice for one: On the rationality of intertemporal decisions.

Science.gov (United States)

Paglieri, Fabio

2016-06-01

When faced with an intertemporal choice between a smaller short-term reward and a larger long-term prize, is opting for the latter always indicative of delay tolerance? And is delay tolerance always to be regarded as a manifestation of self-control, and thus as a rational solution to intertemporal dilemmas? I argue in favor of a negative answer to both questions, based on evidence collected in the delay discounting literature. This highlights the need for a nuanced understanding of rationality in intertemporal choice, to capture also situations in which waiting is not the optimal strategy. This paper suggests that such an understanding is fostered by adopting social choice theory as a promising framework to model intertemporal decision making. Some preliminary results of this approach are discussed, and its potential is compared with a much more studied formal model for intertemporal choice, i.e. game theory. Copyright © 2016 Elsevier B.V. All rights reserved.

Acoustic Features Influence Musical Choices Across Multiple Genres.

Science.gov (United States)

Barone, Michael D; Bansal, Jotthi; Woolhouse, Matthew H

2017-01-01

Based on a large behavioral dataset of music downloads, two analyses investigate whether the acoustic features of listeners' preferred musical genres influence their choice of tracks within non-preferred, secondary musical styles. Analysis 1 identifies feature distributions for pairs of genre-defined subgroups that are distinct. Using correlation analysis, these distributions are used to test the degree of similarity between subgroups' main genres and the other music within their download collections. Analysis 2 explores the issue of main-to-secondary genre influence through the production of 10 feature-influence matrices, one per acoustic feature, in which cell values indicate the percentage change in features for genres and subgroups compared to overall population averages. In total, 10 acoustic features and 10 genre-defined subgroups are explored within the two analyses. Results strongly indicate that the acoustic features of people's main genres influence the tracks they download within non-preferred, secondary musical styles. The nature of this influence and its possible actuating mechanisms are discussed with respect to research on musical preference, personality, and statistical learning.

Choice certainty in Discrete Choice Experiments

DEFF Research Database (Denmark)

Uggeldahl, Kennet Christian; Jacobsen, Catrine; Lundhede, Thomas

2016-01-01

In this study, we conduct a Discrete Choice Experiment (DCE) using eye tracking technology to investigate if eye movements during the completion of choice sets reveal information about respondents’ choice certainty. We hypothesise that the number of times that respondents shift their visual...

Examining temporal effects of lifecycle events on transport mode choice decisions

NARCIS (Netherlands)

Verhoeven, M.; Arentze, T.A.; Timmermans, H.J.P.; Waerden, van der P.J.H.J.

2005-01-01

This paper describes the first results of a study on the impact of events on transport mode choice decisions. An Internet-based survey was designed to collect data concerning seven structural lifecycle events. In addition, respondents answered questions about personal and household characteristics,

VQABQ: Visual Question Answering by Basic Questions

KAUST Repository

Huang, Jia-Hong

2017-03-19

Taking an image and question as the input of our method, it can output the text-based answer of the query question about the given image, so called Visual Question Answering (VQA). There are two main modules in our algorithm. Given a natural language question about an image, the first module takes the question as input and then outputs the basic questions of the main given question. The second module takes the main question, image and these basic questions as input and then outputs the text-based answer of the main question. We formulate the basic questions generation problem as a LASSO optimization problem, and also propose a criterion about how to exploit these basic questions to help answer main question. Our method is evaluated on the challenging VQA dataset and yields state-of-the-art accuracy, 60.34% in open-ended task.

VQABQ: Visual Question Answering by Basic Questions

KAUST Repository

Huang, Jia-Hong; Alfadly, Modar; Ghanem, Bernard

2017-01-01

Taking an image and question as the input of our method, it can output the text-based answer of the query question about the given image, so called Visual Question Answering (VQA). There are two main modules in our algorithm. Given a natural language question about an image, the first module takes the question as input and then outputs the basic questions of the main given question. The second module takes the main question, image and these basic questions as input and then outputs the text-based answer of the main question. We formulate the basic questions generation problem as a LASSO optimization problem, and also propose a criterion about how to exploit these basic questions to help answer main question. Our method is evaluated on the challenging VQA dataset and yields state-of-the-art accuracy, 60.34% in open-ended task.

Search, Memory, and Choice Error: An Experiment.

Science.gov (United States)

Sanjurjo, Adam

2015-01-01

Multiple attribute search is a central feature of economic life: we consider much more than price when purchasing a home, and more than wage when choosing a job. An experiment is conducted in order to explore the effects of cognitive limitations on choice in these rich settings, in accordance with the predictions of a new model of search memory load. In each task, subjects are made to search the same information in one of two orders, which differ in predicted memory load. Despite standard models of choice treating such variations in order of acquisition as irrelevant, lower predicted memory load search orders are found to lead to substantially fewer choice errors. An implication of the result for search behavior, more generally, is that in order to reduce memory load (thus choice error) a limited memory searcher ought to deviate from the search path of an unlimited memory searcher in predictable ways-a mechanism that can explain the systematic deviations from optimal sequential search that have recently been discovered in peoples' behavior. Further, as cognitive load is induced endogenously (within the task), and found to affect choice behavior, this result contributes to the cognitive load literature (in which load is induced exogenously), as well as the cognitive ability literature (in which cognitive ability is measured in a separate task). In addition, while the information overload literature has focused on the detrimental effects of the quantity of information on choice, this result suggests that, holding quantity constant, the order that information is observed in is an essential determinant of choice failure.

Search, Memory, and Choice Error: An Experiment.

Directory of Open Access Journals (Sweden)

Adam Sanjurjo

Full Text Available Multiple attribute search is a central feature of economic life: we consider much more than price when purchasing a home, and more than wage when choosing a job. An experiment is conducted in order to explore the effects of cognitive limitations on choice in these rich settings, in accordance with the predictions of a new model of search memory load. In each task, subjects are made to search the same information in one of two orders, which differ in predicted memory load. Despite standard models of choice treating such variations in order of acquisition as irrelevant, lower predicted memory load search orders are found to lead to substantially fewer choice errors. An implication of the result for search behavior, more generally, is that in order to reduce memory load (thus choice error a limited memory searcher ought to deviate from the search path of an unlimited memory searcher in predictable ways-a mechanism that can explain the systematic deviations from optimal sequential search that have recently been discovered in peoples' behavior. Further, as cognitive load is induced endogenously (within the task, and found to affect choice behavior, this result contributes to the cognitive load literature (in which load is induced exogenously, as well as the cognitive ability literature (in which cognitive ability is measured in a separate task. In addition, while the information overload literature has focused on the detrimental effects of the quantity of information on choice, this result suggests that, holding quantity constant, the order that information is observed in is an essential determinant of choice failure.

Organizational Culture, Performance and Career Choices of Ph.D.s: A Case Study of Dutch Medical Researchers

Science.gov (United States)

van der Weijden, Inge; de Gilder, Dick; Groenewegen, Peter; Geerling, Maaike

2008-01-01

Increasing demands for accountability and applicability raise the question of how organizational factors affect researchers' performance and career choices. In a study of Dutch medical Ph.D. student's experiences, organizational culture and climate and attitudes towards research quality are related to performance and career choices. Ph.D.s who…

High Pressure Reform: Examining Urban Schools' Response to Multiple School Choice Policies

Science.gov (United States)

Holme, Jennifer Jellison; Carkhum, Rian; Rangel, Virginia Snodgrass

2013-01-01

Over the past several decades, policymakers have sought to address the problem of school failure by exposing traditional public schools to competitive market forces. In this analysis, we examine how two traditional public schools in a "high pressure/high choice" urban school cluster in Texas responded to a number of overlapping choice…

Are life-extending treatments for terminal illnesses a special case? Exploring choices and societal viewpoints.

Science.gov (United States)

McHugh, Neil; van Exel, Job; Mason, Helen; Godwin, Jon; Collins, Marissa; Donaldson, Cam; Baker, Rachel

2018-02-01

Criteria used by the National Institute for Health and Care Excellence (NICE) to assess life-extending, end-of-life (EoL) treatments imply that health gains from such treatments are valued more than other health gains. Despite claims that the policy is supported by societal values, evidence from preference elicitation studies is mixed and in-depth research has shown there are different societal viewpoints. Few studies elicit preferences for policies directly or combine different approaches to understand preferences. Survey questions were designed to investigate support for NICE EoL guidance at national and regional levels. These 'Decision Rule' and 'Treatment Choice' questions were administered to an online sample of 1496 UK respondents in May 2014. The same respondents answered questions designed to elicit their agreement with three viewpoints (previously identified and described) in relation to provision of EoL treatments for terminally ill patients. We report the findings of these choice questions and examine how they relate to each other and respondents' viewpoints. The Decision Rule questions described three policies: DA - a standard 'value for money' test, applied to all health technologies; DB - giving special consideration to all treatments for terminal illnesses; and DC - giving special consideration to specific categories of treatments for terminal illnesses e.g. life extension (as in NICE EoL guidance) or those that improve quality-of-life (QoL). Three Treatment Choices were presented: TA - improving QoL for patients with a non-terminal illness; TB - extending life for EoL patients; and TC - improving QoL at the EoL. DC received most support (45%) with most respondents giving special consideration to EoL only when treatments improved QoL. The most commonly preferred treatment choices were TA (51%) and TC (43%). Overall, this study challenges claims about public support for NICE's EoL guidance and the focus on life extension at EoL and substantiates

Is the interpretation of delayed-choice experiments misleading?

Energy Technology Data Exchange (ETDEWEB)

Roussel, Pierre; Stefan, Iulian [Institut de Physique nucleaire, Universite Paris XI, CNRS, IN2P3, F-91406 Orsay Cedex (France)

2007-06-15

The interpretation of an experimental realization of Wheeler's delayed-choice Gedanken experiment is discussed and called into question. Once more, one finds that nature behaves in agreement with the prediction of quantum mechanics even in surprising situations where a tension with relativity seems to appear. If the experiment reported by Vincent Jacques et al (Science 315, 966.(2007)), which performs the Wheeler's Gedanken experiment, does not produce any 'delayed choice effect', it does exemplify the observation of a wave packet reduction in a very special situation: because of the short duration of the light pulse the wave packet is split into two parts with no connexity, which 'travel' separately along the spectrometer arms.

Modeling route choice criteria from home to major streets: A discrete choice approach

Directory of Open Access Journals (Sweden)

Jose Osiris Vidana-Bencomo

2018-03-01

Full Text Available A discrete choice model that consists of three sub-models was developed to investigates the route choice criteria of drivers who travel from their homes in the morning to the access point along the major streets that bound the Traffic Analysis Zones (TAZs. The first sub-model is a Nested Logit Model (NLM that estimates the probability of a driver has or has no multiple routes, and if the driver has multiple routes, the route selection criteria are based on the access point’s intersection control type or other factors. The second sub-model is a Mixed Logit (MXL model. It estimates the probabilities of the type of intersection control preferred by a driver. The third sub-model is a NLM that estimates the probabilities of a driver selecting his/her route for its shortest travel time or to avoid pedestrian, and if the aim is to take the fastest route, the decision criteria is based on the shortest distance or minimum stops and turns. Data gathered in a questionnaire survey were used to estimate the sub-models. The attributes of the utility functions of the sub-models are the driver’s demographic and trip characteristics. The model provides a means for transportation planners to distribute the total number of home-based trips generated within a TAZ to the access points along the major streets that bound the TAZ.

Analysis of the benefits of designing and implementing a virtual didactic model of multiple choice exam and problem-solving heuristic report, for first year engineering students

OpenAIRE

Bennun, Leonardo; Santibanez, Mauricio

2015-01-01

Improvements in performance and approval obtained by first year engineering students from University of Concepcion, Chile, were studied, once a virtual didactic model of multiple-choice exam, was implemented. This virtual learning resource was implemented in the Web ARCO platform and allows training, by facing test models comparable in both time and difficulty to those that they will have to solve during the course. It also provides a feedback mechanism for both: 1) The students, since they c...

Freedom of choice and bounded rationality: a brief appraisal of behavioral economists' plea for light paternalism

Directory of Open Access Journals (Sweden)

Roberta Muramatsu

2012-09-01

Full Text Available Behavioral economics has addressed interesting positive and normative questions underlying the standard rational choice theory. More recently, it suggests that, in a real world of boundedly rational agents, economists could help people to improve the quality of their choices without any harm to autonomy and freedom of choice. This paper aims to scrutinize available arguments for and against current proposals of light paternalistic interventions mainly in the domain of intertemporal choice. It argues that incorporating the notion of bounded rationality in economic analysis and empirical findings of cognitive biases and self-control problems cannot make an indisputable case for paternalism.

Community-based participatory research (CBPR) in South Africa: engaging multiple constituents to shape the research question.

Science.gov (United States)

Mosavel, Maghboeba; Simon, Christian; van Stade, Debbie; Buchbinder, Mara

2005-12-01

Community engagement is an on-going, arduous, and necessary process for developing effective health promotion programs. The challenges are amplified when the particular health issue or research question is not prominent in the consciousness of the targeted community. In this paper, we explore the community-based participatory research (CBPR) model as a means to negotiate a mutual agenda between communities and researchers. The paper is focused on the (perceived) need for cervical cancer screening in an under-resourced community in Cape Town, South Africa. Cervical cancer is a significant health problem in this community and elsewhere in South Africa. Unlike HIV-AIDS, however, many Black South Africans have not been educated about cervical cancer and the importance of obtaining screening. Many may not consider screening a priority in their lives. Our research included extensive consultations and informal interviews with diverse community and regional stakeholders. Following these, we conducted 27 focus groups and 106 demographic surveys with randomly selected youth, parents, local health care personnel, educators and school staff. Focus group data were summarized and analyzed cross-sectionally. Community stakeholders were involved throughout this research. Our consultations, interviews, and focus group data were key in identifying the concerns and priorities of the community. By engaging community stakeholders, we developed a research framework that incorporated the community's concerns and priorities, and stressed the intersecting roles of poverty, violence, and other cultural forces in shaping community members' health and wellbeing. Community members helped to refocus our research from cervical cancer to 'cervical health,' a concept that acknowledged the impact on women's bodies and lives of HIV-AIDS and STDs, sexual violence, poverty, and multiple social problems. We conclude that the research agenda and questions in community-based health research should not be

Exclusive queueing model including the choice of service windows

Science.gov (United States)

Tanaka, Masahiro; Yanagisawa, Daichi; Nishinari, Katsuhiro

2018-01-01

In a queueing system involving multiple service windows, choice behavior is a significant concern. This paper incorporates the choice of service windows into a queueing model with a floor represented by discrete cells. We contrived a logit-based choice algorithm for agents considering the numbers of agents and the distances to all service windows. Simulations were conducted with various parameters of agent choice preference for these two elements and for different floor configurations, including the floor length and the number of service windows. We investigated the model from the viewpoint of transit times and entrance block rates. The influences of the parameters on these factors were surveyed in detail and we determined that there are optimum floor lengths that minimize the transit times. In addition, we observed that the transit times were determined almost entirely by the entrance block rates. The results of the presented model are relevant to understanding queueing systems including the choice of service windows and can be employed to optimize facility design and floor management.

Intrinsic Variability in Multiple Systems and Clusters: Open Questions

Science.gov (United States)

Lampens, P.

2006-04-01

It is most interesting and rewarding to probe the stellar structure of stars which belong to a system originating from the same parent cloud as this provides additional and more accurate constraints for the models. New results on pulsating components in multiple systems and clusters are beginning to emerge regularly. Based on concrete studies, I will present still unsolved problems and discuss some of the issues which may affect our understanding of the pulsation physics in such systems but also in general.

Interspecific competition in plants: how well do current methods answer fundamental questions?

Science.gov (United States)

Connolly, J; Wayne, P; Bazzaz, F A

2001-02-01

Accurately quantifying and interpreting the processes and outcomes of competition among plants is essential for evaluating theories of plant community organization and evolution. We argue that many current experimental approaches to quantifying competitive interactions introduce size bias, which may significantly impact the quantitative and qualitative conclusions drawn from studies. Size bias generally arises when estimates of competitive ability are erroneously influenced by the initial size of competing individuals. We employ a series of quantitative thought experiments to demonstrate the potential for size bias in analysis of four traditional experimental designs (pairwise, replacement series, additive series, and response surfaces) either when only final measurements are available or when both initial and final measurements are collected. We distinguish three questions relevant to describing competitive interactions: Which species dominates? Which species gains? and How do species affect each other? The choice of experimental design and measurements greatly influences the scope of inference permitted. Conditions under which the latter two questions can give biased information are tabulated. We outline a new approach to characterizing competition that avoids size bias and that improves the concordance between research question and experimental design. The implications of the choice of size metrics used to quantify both the initial state and the responses of elements in interspecific mixtures are discussed. The relevance of size bias in competition studies with organisms other than plants is also discussed.

Incorporation of core competency questions into an annual national self-assessment examination for residents in physical medicine and rehabilitation: results and implications.

Science.gov (United States)

Webster, Joseph B

2009-03-01

To determine the performance and change over time when incorporating questions in the core competency domains of practice-based learning and improvement (PBLI), systems-based practice (SBP), and professionalism (PROF) into the national PM&R Self-Assessment Examination for Residents (SAER). Prospective, longitudinal analysis. The national Self-Assessment Examination for Residents (SAER) in Physical Medicine and Rehabilitation, which is administered annually. Approximately 1100 PM&R residents who take the examination annually. Inclusion of progressively more challenging questions in the core competency domains of PBLI, SBP, and PROF. Individual test item level of difficulty (P value) and discrimination (point biserial index). Compared with the overall test, questions in the subtopic areas of PBLI, SBP, and PROF were relatively easier and less discriminating (correlation of resident performance on these domains compared with that on the total test). These differences became smaller during the 3-year time period. The difficulty level of the questions in each of the subtopic domains was raised during the 3 year period to a level close to the overall exam. Discrimination of the test items improved or remained stable. This study demonstrates that, with careful item writing and review, multiple-choice items in the PBLI, SBP, and PROF domains can be successfully incorporated into an annual, national self-assessment examination for residents. The addition of these questions had value in assessing competency while not compromising the overall validity and reliability of the exam. It is yet to be determined if resident performance on these questions corresponds to performance on other measures of competency in the areas of PBLI, SBP, and PROF.

Conducting seedling stock type trials: A new approach to an old question

Science.gov (United States)

Jeremiah R. Pinto; R. Kasten Dumroese; Anthony S. Davis; Thomas D. Landis

2011-01-01

Seedlings for reforestation and restoration come in many shapes and sizes, i.e., a variety of stocktypes. With so many choices available, land managers commonly ask which stocktype will best meet their management objectives. For years, stocktype studies have been initiated in search of an answer to this question, but few have been done without some degree of...

The Social Attribution Task-Multiple Choice (SAT-MC): A Psychometric and Equivalence Study of an Alternate Form.

Science.gov (United States)

Johannesen, Jason K; Lurie, Jessica B; Fiszdon, Joanna M; Bell, Morris D

2013-01-01

The Social Attribution Task-Multiple Choice (SAT-MC) uses a 64-second video of geometric shapes set in motion to portray themes of social relatedness and intentions. Considered a test of "Theory of Mind," the SAT-MC assesses implicit social attribution formation while reducing verbal and basic cognitive demands required of other common measures. We present a comparability analysis of the SAT-MC and the new SAT-MC-II, an alternate form created for repeat testing, in a university sample (n = 92). Score distributions and patterns of association with external validation measures were nearly identical between the two forms, with convergent and discriminant validity supported by association with affect recognition ability and lack of association with basic visual reasoning. Internal consistency of the SAT-MC-II was superior (alpha = .81) to the SAT-MC (alpha = .56). Results support the use of SAT-MC and new SAT-MC-II as equivalent test forms. Demonstrating relatively higher association to social cognitive than basic cognitive abilities, the SAT-MC may provide enhanced sensitivity as an outcome measure of social cognitive intervention trials.

Do framing effects reveal irrational choice?

Science.gov (United States)

Mandel, David R

2014-06-01

Framing effects have long been viewed as compelling evidence of irrationality in human decision making, yet that view rests on the questionable assumption that numeric quantifiers used to convey the expected values of choice options are uniformly interpreted as exact values. Two experiments show that when the exactness of such quantifiers is made explicit by the experimenter, framing effects vanish. However, when the same quantifiers are given a lower bound (at least) meaning, the typical framing effect is found. A 3rd experiment confirmed that most people spontaneously interpret the quantifiers in standard framing tests as lower bounded and that their interpretations strongly moderate the framing effect. Notably, in each experiment, a significant majority of participants made rational choices, either choosing the option that maximized expected value (i.e., lives saved) or choosing consistently across frames when the options were of equal expected value. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Questioning Questions: Elementary Teachers' Adaptations of Investigation Questions Across the Inquiry Continuum

Science.gov (United States)

Biggers, Mandy

2018-02-01

Questioning is a central practice in science classrooms. However, not every question translates into a "good" science investigation. Questions that drive science investigations can be provided by many sources including the teacher, the curriculum, or the student. The variations in the source of investigation questions were explored in this study. A dataset of 120 elementary science classroom videos and associated lesson plans from 40 elementary teachers (K-5) across 21 elementary school campuses were scored on an instrument measuring the amount of teacher-direction or student-direction of the lessons' investigation questions. Results indicated that the investigation questions were overwhelmingly teacher directed in nature, with no opportunities for students to develop their own questions for investigation. This study has implications for researchers and practitioners alike, calling attention to the teacher-directed nature of investigation questions in existing science curriculum materials, and the need for teacher training in instructional strategies to adapt their existing curriculum materials across the continuum of teacher-directed and student-directed investigation questions. Teachers need strategies for adapting the teacher-directed questions provided in their existing curriculum materials in order to allow students the opportunity to engage in this essential scientific practice.

Effects of Daily Morphine Administration and Deprivation on Choice and Demand for Remifentanil and Cocaine in Rhesus Monkeys

Science.gov (United States)

Wade-Galuska, Tammy; Galuska, Chad M.; Winger, Gail

2011-01-01

Choice procedures have indicated that the relative reinforcing effectiveness of opioid drugs increases during opioid withdrawal. The demand curve, an absolute measure of reinforcer value, has not been applied to this question. The present study assessed whether mild morphine withdrawal would increase demand for or choice of remifentanil or…

Mind map our way into effective student questioning: A principle-based scenario

NARCIS (Netherlands)

Stokhof, Harry; De Vries, Bregje; Bastiaens, Theo; Martens, Rob

2017-01-01

Student questioning is an important self-regulative strategy and has multiple benefits for teaching and learning science. Teachers, however, need support to align student questioning to curricular goals. This study tests a prototype of a principle-based scenario that supports teachers in guiding

Sexual Orientation as Interpretation? Sexual Desires, Concepts, and Choice

Directory of Open Access Journals (Sweden)

Díaz-León E.

2017-07-01

Full Text Available Are sexual orientations freely chosen? The idea that someone’s sexual orientation is not a choice is very influential in the mainstream LGBT political movement. But do we have good reasons to believe it is not a choice? Going against the orthodoxy, William Wilkerson has recently argued that sexual orientation is partly constituted by our interpretations of our own sexual desires, and we choose these interpretations, so sexual orientation is partly constituted by choice. In this paper I aim to examine the question of whether our interpretations of our own sexual desires are constitutive of our sexual orientations. I will argue that whereas Wilkerson’s argument for the claim that sexual orientations are in part constituted by our chosen interpretations of our sexual desires is not sound, there are good reasons for endorsing a weaker claim, namely, that there are different but equally apt descriptions of the same sexual desires, depending on which concepts we have.

A comparison of two methods of teaching. Computer managed instruction and keypad questions versus traditional classroom lecture.

Science.gov (United States)

Halloran, L

1995-01-01

Computers increasingly are being integrated into nursing education. One method of integration is through computer managed instruction (CMI). Recently, technology has become available that allows the integration of keypad questions into CMI. This brings a new type of interactivity between students and teachers into the classroom. The purpose of this study was to evaluate differences in achievement between a control group taught by traditional classroom lecture (TCL) and an experimental group taught using CMI and keypad questions. Both control and experimental groups consisted of convenience samples of junior nursing students in a baccalaureate program taking a medical/surgical nursing course. Achievement was measured by three instructor-developed multiple choice examinations. Findings demonstrated that although the experimental group demonstrated increasingly higher test scores as the semester progressed, no statistical difference was found in achievement between the two groups. One reason for this may be phenomenon of vampire video. Initially, the method of presentation overshadowed the content. As students became desensitized to the method, they were able to focus and absorb more content. This study suggests that CMI and keypads are a viable teaching option for nursing education. It is equal to TCL in student achievement and provides a new level of interaction in the classroom setting.

Selfregulation – the key to progress in clinical reasoning

Directory of Open Access Journals (Sweden)

T Postma

2015-12-01

Full Text Available Background. In 2009 a new case-based instructional design was implemented during the preclinical year of study of the undergraduate dental curriculum of the University of Pretoria, South Africa. The objective of the educational intervention was to improve the development of clinical reasoning skills. To achieve this, systematic scaffolding, relevance, integration and problem-solving were actively promoted as part of teaching and learning. A student’s clinical reasoning was measured by a progress test containing 32 multiple choice questions (MCQs, formulated on a knowledge application level. In 2011 it became clear that some students showed progression while others did not. Objectives. This study was conducted to gauge the value of the case-based intervention with the aim of determining the need for further scaffolding and support, especially for non-progressing students. Methods. The 2011 BChD IV cohort (N=48 was identified for the study. Two semi-structured focus group discussions were conducted. Group 1 (n=8 consisted of students who progressed ≥9%, while group 2 (n=8 comprised students who did not progress to the same extent. Results. Both groups lauded the scaffolding that the case-based curriculum provided. Strategic thinking, goal orientation and self-regulation ability were identified in group 1. A lack of diligence, poor data-processing ability and a possible lack of interest were identified in group 2 students, who were unaware of learning opportunities. Conclusion. There is a need for early identification of students lacking self-regulated learning and for providing timely feedback and support to progressively develop their clinical reasoning skills.

Effectiveness of an audience response system on orthodontic knowledge retention of undergraduate dental students--a randomised control trial.

Science.gov (United States)

Robson, Nicholas; Popat, Hashmat; Richmond, Stephen; Farnell, Damian J J

2015-01-01

To determine the effect of an audience response system (ARS) on knowledge retention of dental students and to gauge student perceptions of using the ARS. Randomised control study. School of Dentistry, Cardiff University. Seventy four second-year dental students were stratified by gender and randomised anonymously to one of two groups. One group received a lecture on orthodontic terminology and diagnosis in a traditional didactic format and the other received the same lecture integrated with ARS slides. Students completed an assessment of multiple-choice questions (MCQs) scored out of 20, before and immediately after the lecture. Students were also asked to complete a self-reported questionnaire on their perceptions of ARS. Both groups had statistically significant increases in MCQ scores post-lecture (ARS mean increase 3.6 SD2.0, 95% CI 2.2-3.5 and Didactic mean increase 2.9 SD2.3, 95% CI 2.8-4.3). A mixed-design analysis of variance showed that ARS led to an improved MCQ score (by 0.8 or 25%) compared to the didactic group, although this effect was not significant (P = 0.15). The effect of gender at baseline (P = 0.49), post-lecture (P = 0.73) and increase in MCQ score split by group (P = 0.46) was also not significant. Students reported that the ARS was easy to use, helped them engage with the lecture and encouraged them to work harder. The ARS did not lead to a significant increase in short-term orthodontic knowledge recall of students compared with didactic teaching. However, the use of ARS within orthodontic teaching could make lectures more interactive and engaging.

Student-Led Objective Tutorial (SLOT) in Medical Education.

Science.gov (United States)

Sivagnanam, Gurusamy; Saraswathi, Simansalam; Rajasekaran, Aiyalu

2006-12-01

Purpose - To assess an innovative tutoring program named 'Student-Led Objective Tutorial' (SLOT) among undergraduate medical students. Method - The program was conceptualized by the Pharmacology Unit of Faculty of Medicine and Health Sciences, Asian Institute of Medicine Science & Technology (AIMST), Malaysia and implemented in the middle of 2005. A cohort of 246 medical undergraduate students (spread across 5 consecutive batches) participated. Following a brief explanation on the purpose and nature of SLOT, each batch was divided into small groups and was given a reading assignment on 4 previously delivered lecture topics. Each group was asked to prepare 3-5 multiple choice questions (MCQs) of their own in PowerPoint format to be presented, in turns, to the whole class on the day of SLOT. The proceedings were facilitated by 2 lecturers. Student feedback on the efficacy and benefits were assessed through an anonymous self administered questionnaire. Results - About 76% (188) of the students favored SLOT. The acceptance rate of SLOT was higher among males. There was no significant difference between batches in their opinions on whether to pursue SLOT in future. The most prevalent positive comment was that SLOT enhanced learning skills, and the negative comment being, it consumed more time. Conclusions - SLOT is a novel tutorial method which can offset faculty shortage with advantages like enhanced interest among teachers and learners, uniform reach of content, opportunities for group learning, and involvement of visual aids as teaching-learning (T-L) method. SLOT unraveled the students' potential of peer tutoring both inside as well as outside the classroom. Consumer tutors (students) can be tapped as a resource for SLOT for all subjects and courses in healthcare teaching.

Fairness hypothesis and managing the risks of societal technology choices

International Nuclear Information System (INIS)

Cantor, R.; Rayner, S.

1986-08-01

Much of the literature on risk perception and management has asked how society should resolve the question, ''How safe is safe enough'' There has been political and technical disagreement over the types of answers that may be given, as well as over the social values attached to perceived probabilities and magnitudes of various outcomes. Despite controversy, there seems to have been a large measure of consensus that, ''How safe is safe enough'' is the right question to ask. This paper sets out to question that assumption. Various ingenious techniques of risk analysis have sought to discover the real risks inherent in various activities, but from a sociocultural viewpoint it can be seen that no single answer can be given to the problem of adequate safety in a complex society which contains a wide variety of perceptual biases about danger, expectations of the good life, and levels of demand for safety. The paper argues that, from a societal risk-management perspective, we should be addressing a different range of questions that views societal risk as a whole rather than as the sum of individual hazards. Resolving the question, ''How safe is safe enough'' is less important in making societal technology choices than ''How fair is safe enough?'' A recent empirical pilot study is reported which explored the fairness hypotheses in the context of nuclear power. The results indicate that the process of technology choice should recognize explicitly the preferred principles different parties hold with respect to obtaining consent from those affected by the risks, distributing the liabilities, and justifying trust in the relevant institutions. The paper closes with a discussion of future prospects for the fairness approach in areas such as noxious facility siting

75 FR 61253 - Final Fair Market Rents for Fiscal Year 2011 for the Housing Choice Voucher Program and Moderate...

Science.gov (United States)

2010-10-04

.... Any questions related to use of FMRs or voucher payment standards should be directed to the respective... Housing Choice Voucher program, the FMR is the basis for determining the ``payment standard amount'' used... for the Housing Choice Voucher Program and Moderate Rehabilitation Single Room Occupancy Program...

Hybrid corporate governance: a choice for Poland?

OpenAIRE

Samól, Katarzyna A.

2014-01-01

The purpose of the research investigation is to consider the potential opportunities through which corporate governance may be developed to better suit the developing commercial culture within Poland. In order to do this, I formulate the following research questions: ‘What are the weaknesses of the Polish corporate governance system?’, ‘What changes should be made to corporate governance in Poland?’, and ‘Is a hybrid corporate governance model a choice for Poland?’ The concept of hybridisatio...

Multiple electromagnetic excitations of relativistic projectiles

International Nuclear Information System (INIS)

Llope, W.J.; Braun-Munzinger, P.

1992-01-01

Conditions optimum for the first experimental verification of the multiplication electromagnetic excitations of nuclei in relativistic nucleus-nucleus collisions are described. The relative magnitudes of three important physical processes that might interfere with such a measurement are compared to the predicted strengths for the single and multiple electromagnetic excitations for various choices of the projectile mass and beam energy. Strategies are presented for making inferences concerning the presence of multiple excitation strength in experimental data

Multiple Personality Domains in Relation to Occupational Choice and Performance among Established Teachers. Research Report. ETS RR-04-41

Science.gov (United States)

Emmerich, Walter; Rock, Donald A.; Trapani, Catherine S.

2004-01-01

Does personality impact differently on occupational choice and occupational performance? In a study of established teachers, interests, the Five-Factor Model, and attributions were examined in relation to occupational choice and performance. Attributions were assessed using a new instrument designed for teachers. Choice of teaching specialty was…

Dynamic learning and context-dependence in sequential, attribute-based, stated-preference valuation questions

Science.gov (United States)

Thomas P. Holmes; Kevin J. Boyle

2005-01-01

A hybrid stated-preference model is presented that combines the referendum contingent valuation response format with an experimentally designed set of attributes. A sequence of valuation questions is asked to a random sample in a mailout mail-back format. Econometric analysis shows greater discrimination between alternatives in the final choice in the sequence, and the...

Woman, M.D.: issues, perceptions and choices.

Science.gov (United States)

Johns, C J

1996-01-01

I would end with some summarizing points and questions. 1. A majority of women identify gender-related issues influencing their career choices and pathways. 2. Women are diverse in their choices and priorities, with varying balances of personal and professional life. 3. Eighty-three percent of the women responding to the survey have married, and 82% of those married have children. They thus are likely to have two sets of seriously competing responsibilities. 4. It is possible to identify especially promising women during residency or fellowship. Exploring their priorities and values with good mentors will be important to avoid short-changing academic medicine of competent women. 5. Men and women need to be SUPERCHOOSERS in making the choices right for that individual, rather than superwomen or supermen. 6. We can question whether the development and potential of women (and some men) in academic medicine could be enhanced by: a. Consideration of guidance or support for child care resources? b. Flexibility in the system (tenure clock, etc.)? c. Identification of limited full-time clinical or research opportunities for faculty with young children or unusual family demands? d. Facilitation of bridging after a period of part-time activity or re-entry after limited participation? e. Consideration of part-time work at home and flexible on-site work hours for periods of special family demands? Finally, a supportive work environment is important for both men and women in medicine and is an essential priority in academic medicine. Medicine is a wonderful field. Academic medicine on my terms, to include family, has been very rewarding. Sometimes there also have been disappointments, in that I have fallen short of some of my aspirations. However, I must accept the responsibility for my choices. I owe a great debt to many of the men and women of the American Clinical and Climatological Association and of Johns Hopkins who are both friends and colleagues and especially to my

Marketing foods to children: are we asking the right questions?

Science.gov (United States)

Elliott, Charlene

2012-06-01

The childhood obesity epidemic has prompted a range of regulatory initiatives that seek to reduce the impact of food marketing on children. Policy recommendations by government and public health organizations have suggested regulating the promotion of high-sugar, -fat, and/or -salt foods to children, while the food industry has created voluntary nutrition guidelines to channel child-targeted marketing toward only "better-for-you" products. This article argues that the overarching focus on the nutrient profile of foods (nutritionism) is wrong-headed: The slippage in terms from "better-for-you" foods to "healthy dietary choices" is problematic and also makes it difficult for children to identify the healthy choice. Nutritionism further works to sidestep important questions pertaining to the ethics of food marketing, not to mention the way that marketing foods as fun and entertainment works to encourage overeating in children.

CURBSIDE CONSULTATION OF THE ACL: 49 CLINICAL QUESTIONS

Directory of Open Access Journals (Sweden)

Bernard R. Bach

2008-09-01

Full Text Available DESCRIPTION A unique reference that offers opinions, preferences and expert advice associated with management of ACL injuries in the questions and answers format which enhanced by images, diagrams and references. PURPOSE "Curbside Consultation of the ACL" aims to provide some knowledge more than the basic information in the evaluation and the management of ACL injuries. This information is based on the opinion or the advice of an expert. Quick access of audience to these pearl and pit-falls and evidence-based expert advice for complicated cases in ACL reconstruction in the form of brief answers including current concepts is targeted by the authors. FEATURES 49 Clinical questions are outlined in 5 sections. In the first section is about preoperative questions including indications, diagnostic measures, combined ligament injuries, graft choice, preparation before surgery, avulsion of the eminence, examination in posterolateral corner injury. In the second section is preoperative questions are subjected including dropping the graft to the floor, posterior wall blowout, knees without hamstring tendon, graft amputation by interference screw, to avoid vertical tunnel in tibia, fixation methods of graft, femoral and tibial tunnel positioning. Third section is about postoperative questions including postoperative management, differences in postoperative rehabilitation protocols in different type of grafts, postoperative man-agement of meniscal repair, management in difficulties in gaining extension, infection, patellar pain, timing of reop-eration in motion problems, criteria returning to sports, outcome measures, outcome in using different grafts, role of bracing. The fourth section is about failed ACL recon-struction including causes, indications for revision, ex-panded tunnels, graft choice in revision surgery, contro-lateral patellar tendon graft for revision, rehab protocol after revision surgery, hardware removal, early degenera-tive joint disease

Mathematics and language skills and the choice of science subjects in secondary education

NARCIS (Netherlands)

Uerz, D.C.; Dekkers, H.P.J.M.; Béguin, A.A.

2004-01-01

A growing shortage of technical and science graduates means that the question of determinants of differences in performance and choices in that field based, among other things, on social background characteristics (gender, socioeconomic status, ethnic origin, family composition) remains a topical

The impact of choice context on consumers' choice heuristics

DEFF Research Database (Denmark)

Mueller Loose, Simone; Scholderer, Joachim; Corsi, Armando M.

2012-01-01

Context effects in choice settings have received recent attention but little is known about the impact of context on choice consistency and the extent to which consumers apply choice heuristics. The sequence of alternatives in a choice set is examined here as one specific context effect. We compare...... how a change from a typical price order to a sensory order in wine menus affects consumer choice. We use pre-specified latent heuristic classes to analyse the existence of different choice processes, which begins to untangle the ‘black box’ of how consumers choose. Our findings indicate...... that in the absence of price order, consumers are less price-sensitive, pay more attention to visually salient cues, are less consistent in their choices and employ other simple choice heuristics more frequently than price. Implications for consumer research, marketing and consumer policy are discussed....

Tax Reform in Brazil: a Public Choice Theory approach

Directory of Open Access Journals (Sweden)

Allan Silveira dos Santos

2013-12-01

Full Text Available This article aims to analyze tax reform necessity and the barriers to the implementation of tax reform at the light of public choice theory. The research identifies the arguments that provides the explanation for the tax reform does not occur in Brazil. The question that the article searches to answer is: what are the justifications for the Brazil not have done tax reform? The literature review addresses the failures of government, public choice theory and the theory of optimal taxation. The evidence and studies show that there are reasons to think about a tax system more consistent with the Brazilian reality, indicating the existence of "government failures" that may be the probable cause of impairment of the tax reform.

Impact of the second semester University Modeling Instruction course on students’ representation choices

Directory of Open Access Journals (Sweden)

Daryl McPadden

2017-11-01

Full Text Available Representation use is a critical skill for learning, problem solving, and communicating in science, especially in physics where multiple representations often scaffold the understanding of a phenomenon. University Modeling Instruction, which is an active-learning, research-based introductory physics curriculum centered on students’ use of scientific models, has made representation use a primary learning goal with explicit class time devoted to introducing and coordinating representations as part of the model building process. However, because of the semester break, the second semester course, Modeling Instruction-Electricity and Magnetism (MI-EM, contains a mixture of students who are returning from the Modeling Instruction-mechanics course (to whom we refer to as “returning students” and students who are new to Modeling Instruction with the MI-EM course (to whom we refer to as “new students”. In this study, we analyze the impact of MI-EM on students’ representation choices across the introductory physics content for these different groups of students by examining both what individual representations students choose and their average number of representations on a modified card-sort survey with a variety of mechanics and EM questions. Using Wilcoxon-signed-rank tests, Wilcoxon-Mann-Whitney tests, Cliff’s delta effect sizes, and box plots, we compare students’ representation choices from pre- to postsemester, from new and returning students, and from mechanics and EM content. We find that there is a significant difference between returning and new students’ representation choices, which serves as a baseline comparison between Modeling Instruction and traditional lecture-based physics classes. We also find that returning students maintain a high representation use across the MI-EM semester, while new students see significant growth in their representation use regardless of content.

The Essence of Man’s Future as a Personal Choice of the Individual

Directory of Open Access Journals (Sweden)

Julia Chala

2014-07-01

Full Text Available This article analyzes nature and possibility of determining a man of future. The basis learned in the article can serve as a basis of the question of human nature. An author emphasizes that the question of a person’s future stems from the philosophy of education and can be learned on the basis of philosophical anthropology. Representatives of the last one, as the author notes, for a long time have been studying the nature of man, trying to synthesize knowledge of different sciences. It is noted that the main feature of the human being is to be able to make mindful choice and to take responsibility for its consequences. The article illustrates the capabilities of a normal choice for future generations. The works of the classical representatives of German philosophical and anthropological school, and the ideas of Kiev school of philosophy, as well as the documents of a general importance as the Declaration of Independence served as the materials of the research woer. The work itself is based on the principle of reflection upon the general theses. This paper learns the main ideas of human nature and analyses the impact of law on the provision of human capabilities and the choice in common. The suggestion is made of the necessity of emotions, feelings and sensations as the basis of human choice. The author concludes that the main task of philosophy of education is to preserve and ensure the man of future to make its mindful choise.The choice that is based on the rational thinking as well as on the emotional impulse

The Environment Makes a Difference: The Impact of Explicit and Implicit Attitudes as Precursors in Different Food Choice Tasks.

Science.gov (United States)

König, Laura M; Giese, Helge; Schupp, Harald T; Renner, Britta

2016-01-01

Studies show that implicit and explicit attitudes influence food choice. However, precursors of food choice often are investigated using tasks offering a very limited number of options despite the comparably complex environment surrounding real life food choice. In the present study, we investigated how the assortment impacts the relationship between implicit and explicit attitudes and food choice (confectionery and fruit), assuming that a more complex choice architecture is more taxing on cognitive resources. Specifically, a binary and a multiple option choice task based on the same stimulus set (fake food items) were presented to ninety-seven participants. Path modeling revealed that both explicit and implicit attitudes were associated with relative food choice (confectionery vs. fruit) in both tasks. In the binary option choice task, both explicit and implicit attitudes were significant precursors of food choice, with explicit attitudes having a greater impact. Conversely, in the multiple option choice task, the additive impact of explicit and implicit attitudes was qualified by an interaction indicating that, even if explicit and implicit attitudes toward confectionery were inconsistent, more confectionery was chosen than fruit if either was positive. This compensatory 'one is sufficient'-effect indicates that the structure of the choice environment modulates the relationship between attitudes and choice. The study highlights that environmental constraints, such as the number of choice options, are an important boundary condition that need to be included when investigating the relationship between psychological precursors and behavior.

A multiple choice testing program coupled with a year-long elective experience is associated with improved performance on the internal medicine in-training examination.

Science.gov (United States)

Mathis, Bradley R; Warm, Eric J; Schauer, Daniel P; Holmboe, Eric; Rouan, Gregory W

2011-11-01

The Internal Medicine In-Training Exam (IM-ITE) assesses the content knowledge of internal medicine trainees. Many programs use the IM-ITE to counsel residents, to create individual remediation plans, and to make fundamental programmatic and curricular modifications. To assess the association between a multiple-choice testing program administered during 12 consecutive months of ambulatory and inpatient elective experience and IM-ITE percentile scores in third post-graduate year (PGY-3) categorical residents. Retrospective cohort study. One hundred and four categorical internal medicine residents. Forty-five residents in the 2008 and 2009 classes participated in the study group, and the 59 residents in the three classes that preceded the use of the testing program, 2005-2007, served as controls. A comprehensive, elective rotation specific, multiple-choice testing program and a separate board review program, both administered during a continuous long-block elective experience during the twelve months between the second post-graduate year (PGY-2) and PGY-3 in-training examinations. We analyzed the change in median individual percent correct and percentile scores between the PGY-1 and PGY-2 IM-ITE and between the PGY-2 and PGY-3 IM-ITE in both control and study cohorts. For our main outcome measure, we compared the change in median individual percentile rank between the control and study cohorts between the PGY-2 and the PGY-3 IM-ITE testing opportunities. After experiencing the educational intervention, the study group demonstrated a significant increase in median individual IM-ITE percentile score between PGY-2 and PGY-3 examinations of 8.5 percentile points (p ITE performance.

Questioning Questions: Elementary Teachers' Adaptations of Investigation Questions across the Inquiry Continuum

Science.gov (United States)

Biggers, Mandy

2018-01-01

Questioning is a central practice in science classrooms. However, not every question translates into a "good" science investigation. Questions that drive science investigations can be provided by many sources including the teacher, the curriculum, or the student. The variations in the source of investigation questions were explored in…

Income Expectations, Limited Liquidity, and Anomalies in Intertemporal Choice

OpenAIRE

Epper, Thomas

2015-01-01

Intertemporal choices are a ubiquitous part of our economic lives. Decisions about education, savings and health, all involve tradeoffs between costs and benefits materializing at different points in time. Yet, a large body of experimental evidence questions the descriptive validity of the economic benchmark model (exponential discounted utility) by documenting a series of behavioral patterns allegedly violating its key predictions. Observed discount rates typically lie far beyond market inte...

Noisy preferences in risky choice: A cautionary note.

Science.gov (United States)

Bhatia, Sudeep; Loomes, Graham

2017-10-01

We examine the effects of multiple sources of noise in risky decision making. Noise in the parameters that characterize an individual's preferences can combine with noise in the response process to distort observed choice proportions. Thus, underlying preferences that conform to expected value maximization can appear to show systematic risk aversion or risk seeking. Similarly, core preferences that are consistent with expected utility theory, when perturbed by such noise, can appear to display nonlinear probability weighting. For this reason, modal choices cannot be used simplistically to infer underlying preferences. Quantitative model fits that do not allow for both sorts of noise can lead to wrong conclusions. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Older adults’ preferences for colorectal cancer-screening test attributes and test choice

Directory of Open Access Journals (Sweden)

Kistler CE

2015-07-01

Full Text Available Christine E Kistler,1–3 Thomas M Hess,4 Kirsten Howard,5,6 Michael P Pignone,2,3,7 Trisha M Crutchfield,2,3,8 Sarah T Hawley,9 Alison T Brenner,2 Kimberly T Ward,2 Carmen L Lewis10 1Department of Family Medicine, School of Medicine, 2Cecil G Sheps Center for Health Services Research, 3Lineberger Comprehensive Cancer Center, University of North Carolina at Chapel Hill, Chapel Hill, 4Department of Psychology, North Carolina State University, Raleigh, NC, USA; 5Institute for Choice, University of South Australia, Sydney, NSW, Australia; 6School of Public Health, University of Sydney, Sydney, NSW, Australia; 7Division of General Internal Medicine, School of Medicine, 8Center for Health Promotion and Disease Prevention, University of North Carolina at Chapel Hill, Chapel Hill, NC, 9Department of Medicine, University of Michigan, Ann Arbor, MI, 10Division of General Internal Medicine, Department of Medicine, University of Colorado School of Medicine, Aurora, CO, USA Background: Understanding which attributes of colorectal cancer (CRC screening tests drive older adults’ test preferences and choices may help improve decision making surrounding CRC screening in older adults.Materials and methods: To explore older adults’ preferences for CRC-screening test attributes and screening tests, we conducted a survey with a discrete choice experiment (DCE, a directly selected preferred attribute question, and an unlabeled screening test-choice question in 116 cognitively intact adults aged 70–90 years, without a history of CRC or inflammatory bowel disease. Each participant answered ten discrete choice questions presenting two hypothetical tests comprised of four attributes: testing procedure, mortality reduction, test frequency, and complications. DCE responses were used to estimate each participant’s most important attribute and to simulate their preferred test among three existing CRC-screening tests. For each individual, we compared the DCE

Science choices and preferences of middle and secondary school students in Utah

Science.gov (United States)

Baird, J. Hugh; Lazarowitz, Reuven; Allman, Verl

This research sought to answer two questions: (1) What are Utah junior and senior high school students' preferences and choices regarding science subjects? (2) Could preferences and choices be related to the type of school, age or gender? Two thousand students from grades six through twelve participated in this study. Findings show that zoology and human anatomy and physiology were most preferred. Ecology was least prefered. Topics in the physical sciences were also low. There was a trend among girls to prefer natural sciences such as botany while boys tended to prefer the physical sciences. Generally, students' choices were limited to those subjects presently taught in the formal school curriculum. They appeared unaware of the many science related subjects outside the texts or the approved course of study.

Acquisition of choice in concurrent chains: Assessing the cumulative decision model.

Science.gov (United States)

Grace, Randolph C

2016-05-01

Concurrent chains is widely used to study pigeons' choice between terminal links that can vary in delay, magnitude, or probability of reinforcement. We review research on the acquisition of choice in this procedure. Acquisition has been studied with a variety of research designs, and some studies have incorporated no-food trials to allow for timing and choice to be observed concurrently. Results show that: Choice can be acquired rapidly within sessions when terminal links change unpredictably; under steady-state conditions, acquisition depends on both initial- and terminal-link schedules; and initial-link responding is mediated by learning about the terminal-link stimulus-reinforcer relations. The cumulative decision model (CDM) proposed by Christensen and Grace (2010) and Grace and McLean (2006, 2015) provides a good description of within-session acquisition, and correctly predicts the effects of initial and terminal-link schedules in steady-state designs (Grace, 2002a). Questions for future research include how abrupt shifts in preference within individual sessions and temporal control of terminal-link responding can be modeled. Copyright © 2016 Elsevier B.V. All rights reserved.

Key policy choices in groundwater quality management

International Nuclear Information System (INIS)

Batie, S.S.; Diebel, P.L.

1990-01-01

The fundamental policy choice of who has the right to do what to whom is a pivotal issue of governance. Over the last few decades, the answer to that question has become more restrictive to those who own and use natural resources as inputs into production processes. Increasingly, the beneficiaries of new policy initiatives are those who desire higher protection of groundwater quality. With respect to groundwater management, policy design increasingly reflects such diverse interests as agriculturists, industrialists, homeowners, local government officials and state officials. Policy design is becoming complex, in part because of this diversity and in part because scientific uncertainty hampers informed policy design. No umbrella federal legislation exists for managing groundwater resources. EPA's role has been mainly an advisory one on groundwater issues. The difficulties and responsibilities of protecting groundwater thus remain with the states. For the near future, it is the states that will address key policy choices with respect to groundwater quality management issues

Researching Civil Remedies for International Corruption: The Choice of the Functional Comparative Method

NARCIS (Netherlands)

A.O. Makinwa (Abiola)

2009-01-01

textabstractThis paper motivates the choice of the functional comparative method to research the issue of civil remedies for international corruption. It shows how the social, economic and political factors that have shaped the normative context of the research question point to the functional

I can't wait: Methods for measuring and moderating individual differences in impulsive choice.

Science.gov (United States)

Peterson, Jennifer R; Hill, Catherine C; Marshall, Andrew T; Stuebing, Sarah L; Kirkpatrick, Kimberly

2015-01-01

Impulsive choice behavior occurs when individuals make choices without regard for future consequences. This behavior is often maladaptive and is a common symptom in many disorders, including drug abuse, compulsive gambling, and obesity. Several proposed mechanisms may influence impulsive choice behavior. These mechanisms provide a variety of pathways that may provide the basis for individual differences that are often evident when measuring choice behavior. This review provides an overview of these different pathways to impulsive choice, and the behavioral intervention strategies being developed to moderate impulsive choice. Because of the compelling link between impulsive choice behavior and the near-epidemic pervasiveness of obesity in the United States, we focus on the relationship between impulsive choice behavior and obesity as a test case for application of the multiple pathways approach. Choosing immediate gratification over healthier long term food choices is a contributing factor to the obesity crisis. Behavioral interventions can lead to more self controlled choices in a rat pre-clinical model, suggesting a possible gateway for translation to human populations. Designing and implementing effective impulsive choice interventions is crucial to improving the overall health and well-being of impulsive individuals.

[Immigrants and the national question: a comparative study of Quebecois and Walloon societies].

Science.gov (United States)

Assimopoulos, N; Humblet, J

1987-06-01

"The essay presents a comparative analysis of two Francophone regions, [Wallonia, Belgium] and Quebec [Canada], which have experienced similar institutional and cultural problems, following the great migrant inflows. If, on the one hand, these immigrants constitute an enriching opportunity for the local population, on the other hand, they can aggravate pre-existing difficulties or raise the question of their integration. While the Canadian federal system allows Quebec an autonomous legislation in the field of immigration and of linguistic choices, [Wallonia] is bound to the decisions of the central Belgian government. The expectations of local and immigrant population push toward more open policies regarding citizenship, immigration and linguistic choices." (SUMMARY IN ENG) excerpt

Rhetorical questions or rhetorical uses of questions?

Directory of Open Access Journals (Sweden)

Špago Džemal

2016-12-01

Full Text Available This paper aims to explore whether some rhetorical questions contain certain linguistic elements or forms which would differentiate them from answer-eliciting and action-eliciting questions, and thereby hint at their rhetorical nature even outside the context. Namely, despite the fact that the same questions can be rhetorical in one context, and answer-eliciting in another, some of them are more likely to be associated with rhetorical or non-rhetorical use. The analysis is based on extensive data (over 1200 examples of rhetorical questions taken from 30 plays by two British and two American writers, and the results are expected to give an insight into whether we can talk about rhetorical questions or just a rhetorical use of questions.

Decision theory and choices a complexity approach

CERN Document Server

Kirman, Alan; Vinci, Concetto Paolo

2010-01-01

In economics agents are assumed to choose on the basis of rational calculations aimed at the maximization of their pleasure or profit. Formally, agents are said to manifest transitive and consistent preferences in attempting to maximize their utility in the presence of several constraints. They operate according to the choice imperative: given a set of alternatives, choose the best. This imperative works well in a static and simplistic framework, but it may fail or vary when 'the best' is changing continuously. This approach has been questioned by a descriptive approach that springing from the

Audiovisual preconditioning enhances the efficacy of an anatomical dissection course: A randomised study.

Science.gov (United States)

Collins, Anne M; Quinlan, Christine S; Dolan, Roisin T; O'Neill, Shane P; Tierney, Paul; Cronin, Kevin J; Ridgway, Paul F

2015-07-01

The benefits of incorporating audiovisual materials into learning are well recognised. The outcome of integrating such a modality in to anatomical education has not been reported previously. The aim of this randomised study was to determine whether audiovisual preconditioning is a useful adjunct to learning at an upper limb dissection course. Prior to instruction participants completed a standardised pre course multiple-choice questionnaire (MCQ). The intervention group was subsequently shown a video with a pre-recorded commentary. Following initial dissection, both groups completed a second MCQ. The final MCQ was completed at the conclusion of the course. Statistical analysis confirmed a significant improvement in the performance in both groups over the duration of the three MCQs. The intervention group significantly outperformed their control group counterparts immediately following audiovisual preconditioning and in the post course MCQ. Audiovisual preconditioning is a practical and effective tool that should be incorporated in to future course curricula to optimise learning. Level of evidence This study appraises an intervention in medical education. Kirkpatrick Level 2b (modification of knowledge). Copyright © 2015 British Association of Plastic, Reconstructive and Aesthetic Surgeons. Published by Elsevier Ltd. All rights reserved.

Speakers' choice of frame in binary choice

Directory of Open Access Journals (Sweden)

Marc van Buiten

2009-02-01

Full Text Available A distinction is proposed between extit{recommending for} preferred choice options and extit{recommending against} non-preferred choice options. In binary choice, both recommendation modes are logically, though not psychologically, equivalent. We report empirical evidence showing that speakers recommending for preferred options predominantly select positive frames, which are less common when speakers recommend against non-preferred options. In addition, option attractiveness is shown to affect speakers' choice of frame, and adoption of recommendation mode. The results are interpreted in terms of three compatibility effects, (i extit{recommendation mode---valence framing compatibility}: speakers' preference for positive framing is enhanced under extit{recommending for} and diminished under extit{recommending against} instructions, (ii extit{option attractiveness---valence framing compatibility}: speakers' preference for positive framing is more pronounced for attractive than for unattractive options, and (iii extit{recommendation mode---option attractiveness compatibility}: speakers are more likely to adopt a extit{recommending for} approach for attractive than for unattractive binary choice pairs.

Choice of radionuclides for radioimmunotherapy

International Nuclear Information System (INIS)

DeNardo, S.J.; Jungerman, J.A.; DeNardo, G.L.; Lagunas-Solar, M.C.; Cole, W.C.; Meares, C.F.

1985-01-01

Innumerable questions need to be answered and obstacles overcome before radioimmunotherapy can be generally successful in cancer patients. Major developments have greatly enhanced the likelihood of success. The important development of appropriate radionuclides and radiochemistry for this therapy must be intimately linked with the biological and biochemical realities. All aspects must be considered, such as the specific nature of the antigenic target, the pharmacokinetics of the antibody fragment carrier, the capability of in vivo quantitation of tumor uptake and turnover time, as well as total body kinetics. With this knowledge, then, practical radiochemistry methods can be integrated with the suitable radionuclide choices, and production methods can be developed which will deliver effective and dependable products for patient therapy

Benefits of improved water quality: a discrete choice analysis of freshwater recreational demands

OpenAIRE

R S Tay; P S McCarthy

1994-01-01

Discrete choice methodologies are increasingly being used to estimate multiple-sites recreational demands and evaluate the welfare effects of alternative environmental policies aimed at water quality improvements. In this study the authors use 1985 data on Indiana anglers to estimate a multinomial logit model of destination choice and compute the benefits of alternative water quality improvements. In general, the results indicate that anglers are reasonably sensitive to changes in water quali...

Role of liability preferences in societal technology choices: results of a pilot study

International Nuclear Information System (INIS)

Cantor, R.; Rayner, S.; Braid, B.

1985-01-01

At the 1984 Annual Meeting of the Society for Risk Analysis, Steve Rayner presented a paper that challenged the conventional wisdom of risk management research. In that paper, he argued that resolving the question, ''How safe is safe enough.'' is less important in making societal technology choices than ''How fair is safe enough.'' Adopting the fairness question as the concern of risk management would imply that the process of technology choice explicitly recognize the preferred principles different parties hold with respect to obtaining consent from those affected by the risks, distributing the liabilities, and justifying trust in the relevant institutions. This paper discusses a recent empirical pilot study which explored the fairness hypothesis in the context of nuclear power. Individual interviews and focus groups were conducted to examine whether or not preferred principles for liability distributions were consistent with those suggested by the cultural characteristics of the constituency. The results suggest that for this type of societal technology choice, violation of these preferred principles may be a major source of the conflict between different constituencies. Additionally, the study contributes towards the development of a new approach in risk management that combines the cultural model of risk perceptions with the decision-theoretic approaches found in economics and psychology

Interviewer Effects on a Network-Size Filter Question

Directory of Open Access Journals (Sweden)

Josten Michael

2016-06-01

Full Text Available There is evidence that survey interviewers may be tempted to manipulate answers to filter questions in a way that minimizes the number of follow-up questions. This becomes relevant when ego-centered network data are collected. The reported network size has a huge impact on interview duration if multiple questions on each alter are triggered. We analyze interviewer effects on a network-size question in the mixed-mode survey “Panel Study ‘Labour Market and Social Security’” (PASS, where interviewers could skip up to 15 follow-up questions by generating small networks. Applying multilevel models, we find almost no interviewer effects in CATI mode, where interviewers are paid by the hour and frequently supervised. In CAPI, however, where interviewers are paid by case and no close supervision is possible, we find strong interviewer effects on network size. As the area-specific network size is known from telephone mode, where allocation to interviewers is random, interviewer and area effects can be separated. Furthermore, a difference-in-difference analysis reveals the negative effect of introducing the follow-up questions in Wave 3 on CAPI network size. Attempting to explain interviewer effects we neither find significant main effects of experience within a wave, nor significantly different slopes between interviewers.

School Choice, Gentrification, and the Variable Significance of Racial Stratification in Urban Neighborhoods

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Pearman, Francis A., III; Swain, Walker A.

2017-01-01

Racial and socioeconomic stratification have long governed patterns of residential sorting in the American metropolis. However, recent expansions of school choice policies that allow parents to select schools outside their neighborhood raise questions as to whether this weakening of the neighborhood-school connection might influence the…

Voting Intention and Choices: Are Voters Always Rational and Deliberative?

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Lee, I-Ching; Chen, Eva E; Tsai, Chia-Hung; Yen, Nai-Shing; Chen, Arbee L P; Lin, Wei-Chieh

2016-01-01

Human rationality--the ability to behave in order to maximize the achievement of their presumed goals (i.e., their optimal choices)--is the foundation for democracy. Research evidence has suggested that voters may not make decisions after exhaustively processing relevant information; instead, our decision-making capacity may be restricted by our own biases and the environment. In this paper, we investigate the extent to which humans in a democratic society can be rational when making decisions in a serious, complex situation-voting in a local political election. We believe examining human rationality in a political election is important, because a well-functioning democracy rests largely upon the rational choices of individual voters. Previous research has shown that explicit political attitudes predict voting intention and choices (i.e., actual votes) in democratic societies, indicating that people are able to reason comprehensively when making voting decisions. Other work, though, has demonstrated that the attitudes of which we may not be aware, such as our implicit (e.g., subconscious) preferences, can predict voting choices, which may question the well-functioning democracy. In this study, we systematically examined predictors on voting intention and choices in the 2014 mayoral election in Taipei, Taiwan. Results indicate that explicit political party preferences had the largest impact on voting intention and choices. Moreover, implicit political party preferences interacted with explicit political party preferences in accounting for voting intention, and in turn predicted voting choices. Ethnic identity and perceived voting intention of significant others were found to predict voting choices, but not voting intention. In sum, to the comfort of democracy, voters appeared to engage mainly explicit, controlled processes in making their decisions; but findings on ethnic identity and perceived voting intention of significant others may suggest otherwise.

Voting Intention and Choices: Are Voters Always Rational and Deliberative?

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I-Ching Lee

Full Text Available Human rationality--the ability to behave in order to maximize the achievement of their presumed goals (i.e., their optimal choices--is the foundation for democracy. Research evidence has suggested that voters may not make decisions after exhaustively processing relevant information; instead, our decision-making capacity may be restricted by our own biases and the environment. In this paper, we investigate the extent to which humans in a democratic society can be rational when making decisions in a serious, complex situation-voting in a local political election. We believe examining human rationality in a political election is important, because a well-functioning democracy rests largely upon the rational choices of individual voters. Previous research has shown that explicit political attitudes predict voting intention and choices (i.e., actual votes in democratic societies, indicating that people are able to reason comprehensively when making voting decisions. Other work, though, has demonstrated that the attitudes of which we may not be aware, such as our implicit (e.g., subconscious preferences, can predict voting choices, which may question the well-functioning democracy. In this study, we systematically examined predictors on voting intention and choices in the 2014 mayoral election in Taipei, Taiwan. Results indicate that explicit political party preferences had the largest impact on voting intention and choices. Moreover, implicit political party preferences interacted with explicit political party preferences in accounting for voting intention, and in turn predicted voting choices. Ethnic identity and perceived voting intention of significant others were found to predict voting choices, but not voting intention. In sum, to the comfort of democracy, voters appeared to engage mainly explicit, controlled processes in making their decisions; but findings on ethnic identity and perceived voting intention of significant others may suggest

Environmental, parental, and personal influences on food choice, access, and overweight status among homeless children.

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Richards, Rickelle; Smith, Chery

2007-10-01

In-depth interviews were conducted with homeless children (n=56, aged 6-13 years) in an urban center in Minnesota, USA, to determine factors influencing food choice, food access, and weight status, with interview questions developed using the Social Cognitive Theory. Interview transcripts were coded and then evaluated both collectively and by weight status ( or = 85th percentile=overweight). Forty-five percent of children were overweight. Environmental, parental, and personal factors emerged as common themes influencing food access and choice. Despite children's personal food preferences, homelessness and the shelter environment created restrictive conditions that influenced food choice and access. Shelter rules, lack of adequate storage and cooking facilities, and limited food stores near the shelter, impacted the type and quality of food choices, ultimately affecting hunger, weight status, and perceived health.

Academic performance of day scholars versus boarders in pharmacology examinations of a medical school in Pakistan.

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Faisal, Rizwan; Shinwari, Laiyla; Izzat, Saadia

2016-09-01

To compare the academic performance of day scholar and boarder students in Pharmacology examinations. This comparative study was conducted at Rehman Medical College, Peshawar, Pakistan, from June to September, 2015. It comprised third-year medical students of the sessions 2013-14 and 2014-15.The record of the results of examinations, which had already been conducted, were assessed. All the exams had two components, i.e. multiple-choice questions and short-essay questions. Students were categorised into 4 groups according to their academic performance: those who got 80% marks (Group 4). SPSS 20 was used for data analysis. Of the 200 students, 159(79.5%) were day scholars and 41(20.5%) were boarders. In multiple-choice questions, 29(70.7%) boarder students were in Group 2, while none of them was in Group 4. In short-essay questions, 11(26.8%) of them were in Group 1 and 17(41.5%) in Group 2. Results of day scholars' multiple-choice questions exams showed 93(58.5%) were in Group 2 and 2(1.3%) in Group 4. In short-essay questions, 63(39.6%) were in Group 2 (p>o.o5 each). No significant difference was found between the academic performance of boarders and day scholars.

An Expanded Conceptual Framework of Medical Students' Primary Care Career Choice.

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Pfarrwaller, Eva; Audétat, Marie-Claude; Sommer, Johanna; Maisonneuve, Hubert; Bischoff, Thomas; Nendaz, Mathieu; Baroffio, Anne; Junod Perron, Noëlle; Haller, Dagmar M

2017-11-01

In many countries, the number of graduating medical students pursuing a primary care career does not meet demand. These countries face primary care physician shortages. Students' career choices have been widely studied, yet many aspects of this process remain unclear. Conceptual models are useful to plan research and educational interventions in such complex systems.The authors developed a framework of primary care career choice in undergraduate medical education, which expands on previously published models. They used a group-based, iterative approach to find the best way to represent the vast array of influences identified in previous studies, including in a recent systematic review of the literature on interventions to increase the proportion of students choosing a primary care career. In their framework, students enter medical school with their personal characteristics and initial interest in primary care. They complete a process of career decision making, which is subject to multiple interacting influences, both within and outside medical school, throughout their medical education. These influences are stratified into four systems-microsystem, mesosystem, exosystem, and macrosystem-which represent different levels of interaction with students' career choices.This expanded framework provides an updated model to help understand the multiple factors that influence medical students' career choices. It offers a guide for the development of new interventions to increase the proportion of students choosing primary care careers and for further research to better understand the variety of processes involved in this decision.

A Novel Multiple-Time Scale Integrator for the Hybrid Monte Carlo Algorithm

International Nuclear Information System (INIS)

Kamleh, Waseem

2011-01-01

Hybrid Monte Carlo simulations that implement the fermion action using multiple terms are commonly used. By the nature of their formulation they involve multiple integration time scales in the evolution of the system through simulation time. These different scales are usually dealt with by the Sexton-Weingarten nested leapfrog integrator. In this scheme the choice of time scales is somewhat restricted as each time step must be an exact multiple of the next smallest scale in the sequence. A novel generalisation of the nested leapfrog integrator is introduced which allows for far greater flexibility in the choice of time scales, as each scale now must only be an exact multiple of the smallest step size.

Comparison of Vehicle Choice Models

Energy Technology Data Exchange (ETDEWEB)

Stephens, Thomas S. [Argonne National Lab. (ANL), Argonne, IL (United States); Levinson, Rebecca S. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Brooker, Aaron [National Renewable Energy Lab. (NREL), Golden, CO (United States); Liu, Changzheng [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Lin, Zhenhong [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Birky, Alicia [Energetics Incorporated, Columbia, MD (United States); Kontou, Eleftheria [National Renewable Energy Lab. (NREL), Golden, CO (United States)

2017-10-01

Five consumer vehicle choice models that give projections of future sales shares of light-duty vehicles were compared by running each model using the same inputs, where possible, for two scenarios. The five models compared — LVCFlex, MA3T, LAVE-Trans, ParaChoice, and ADOPT — have been used in support of the Energy Efficiency and Renewable Energy (EERE) Vehicle Technologies Office in analyses of future light-duty vehicle markets under different assumptions about future vehicle technologies and market conditions. The models give projections of sales shares by powertrain technology. Projections made using common, but not identical, inputs showed qualitative agreement, with the exception of ADOPT. ADOPT estimated somewhat lower advanced vehicle shares, mostly composed of hybrid electric vehicles. Other models projected large shares of multiple advanced vehicle powertrains. Projections of models differed in significant ways, including how different technologies penetrated cars and light trucks. Since the models are constructed differently and take different inputs, not all inputs were identical, but were the same or very similar where possible.

Mind Map Our Way into Effective Student Questioning: a Principle-Based Scenario

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Stokhof, Harry; de Vries, Bregje; Bastiaens, Theo; Martens, Rob

2017-07-01

Student questioning is an important self-regulative strategy and has multiple benefits for teaching and learning science. Teachers, however, need support to align student questioning to curricular goals. This study tests a prototype of a principle-based scenario that supports teachers in guiding effective student questioning. In the scenario, mind mapping is used to provide both curricular structure as well as support for student questioning. The fidelity of structure and the process of implementation were verified by interviews, video data and a product collection. Results show that the scenario was relevant for teachers, practical in use and effective for guiding student questioning. Results also suggest that shared responsibility for classroom mind maps contributed to more intensive collective knowledge construction.

Semantic Similarity Measures for the Generation of Science Tests in Basque

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Aldabe, Itziar; Maritxalar, Montse

2014-01-01

The work we present in this paper aims to help teachers create multiple-choice science tests. We focus on a scientific vocabulary-learning scenario taking place in a Basque-language educational environment. In this particular scenario, we explore the option of automatically generating Multiple-Choice Questions (MCQ) by means of Natural Language…

Questioning the efficacy of 'gold' open access to published articles.

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Fredericks, Suzanne

2015-07-01

To question the efficacy of 'gold' open access to published articles. Open access is unrestricted access to academic, theoretical and research literature that is scholarly and peer-reviewed. Two models of open access exist: 'gold' and 'green'. Gold open access provides everyone with access to articles during all stages of publication, with processing charges paid by the author(s). Green open access involves placing an already published article into a repository to provide unrestricted access, with processing charges incurred by the publisher. This is a discussion paper. An exploration of the relative benefits and drawbacks of the 'gold' and 'green' open access systems. Green open access is a more economic and efficient means of granting open access to scholarly literature but a large number of researchers select gold open access journals as their first choices for manuscript submissions. This paper questions the efficacy of gold open access models and presents an examination of green open access models to encourage nurse researchers to consider this approach. In the current academic environment, with increased pressures to publish and low funding success rates, it is difficult to understand why gold open access still exists. Green open access enhances the visibility of an academic's work, as increased downloads of articles tend to lead to increased citations. Green open access is the cheaper option, as well as the most beneficial choice, for universities that want to provide unrestricted access to all literature at minimal risk.

Cuttlefish dynamic camouflage: responses to substrate choice and integration of multiple visual cues.