Improvement In Test Scores Research Articles

¿Pueden los MOOC favorecer el aprendizaje y hacer disminuir las tasas de abandono universitario?

Student dropouts at university-level education may result from varied situations and motivations, affecting the courses taught in the distance learning modality,and assuming a cost for both alumni and society. In order to improve learning and reduce the student dropout rate, we used a teaching methodology with distance learning students involving a MOOC as support to university teaching. The MOOC included written materials, explanatory videos, tests in each module, a forum to communicate with peers and teacher, and links to additional materials. Results were very satisfactory, since students had noticeably improved test scores and the number of students who failed the course remarkably reduced. Students also highly appreciated the quality of teaching and significantly improved the results of the previous year. This methodology awas found to apply only when the contents of the MOOC are similar or complementary to those taught in formal education.

PROTOCOL: Collaborative Testing for Improving Student Learning Outcomes and Test‐Taking Performance in Higher Education: A Systematic Review

PROTOCOL: Collaborative Testing for Improving Student Learning Outcomes and Test‐Taking Performance in Higher Education: A Systematic Review

Addressing Childhood Obesity with Education

Addressing Childhood Obesity with Education

Improving Learning Outcomes Through Information Provision: Evidence from Indian Villages

We study whether information provision improves the academic performance of primary school children in a setting where parents have incomplete information about their child's cognitive skills and there exist competing public and private providers of education. Contiguous village councils in the north Indian state of Rajasthan were randomly assigned to either a control or one of four treatment groups in which schools and/or parents were provided information through report cards on either intra or both intra and inter school performance of students in curriculum based tests. We find significant improvement in test scores of private school students by 0.31 standard deviations when information on both absolute and relative school quality is provided to households and schools. There are no significant improvements in the learning outcomes of public school children in any treatment. Close examination of the results suggest that private school students chose better quality schools in the new academic year. Public school parents did respond by exercising school choice and lowering student absenteeism but saw no improvements in learning outcomes possibly because of constrained school choice set. Overall, our results suggest that information on the relative quality of schools can be a cheap and effective tool for improving learning outcomes when households can exercise school choice.

The Components and Impact of Home-School Connection on Child Educational Outcomes

Home-school connection is an eminent aspect regarding child educational outcomes. In this connection, the current study endeavors various aspects of home-school connection along with its positive and encouraging outcomes. The study has been carried out in Charssada, Khyber Pakhtunkhwa, Pakistan. The study has been framed under pure qualitative research design. Sampling for the study has been done purposively whereby 38 samples have been interviewed thoroughly. The interviews have been narrated and linked with existing information in order to produce authentic findings. The findings of the study revealed that: There are many components of home-school connection primarily including parent-teacher contact; sharing exam and behavior related information, home work help etc. The study indicates that numerous factors affect home-school connection whereby low income and higher levels of poverty within family are the significant ones. The findings of the study avow that there are many positive outcomes of home-school connection. For instance, improvement in test scores, exam performance as well as behavior is the outcome of frequent home-school contact.

Memory and Cognitive Prevention Training for Typically Aging Seniors in a University Clinic Setting: A Feasibility Study

Purpose: While diagnosis and treatment are the major focus for SLPs, professional roles are expanding to include preventative related services with the elderly. Evidence exists as to the effects of preventative cognitive training (CT), yet few studies have examined viable models for SLP implementation. The purpose of this feasibility study was to compare group and individual CT programs delivered in a university based speech and hearing clinic. Method: Forty-eight adults, between the ages of 68-92 years-old were assigned to individual or group based conditions in which they received sixteen hours of CT, implemented by an SLP and graduate student clinicians. Cognitive, memory, language, visuospatial and other skills were trained. Formal and informal, pre-post and 12-week follow-up measures were administered. Function and Satisfaction surveys were administered to determine participant perceptions of functional outcomes. Results: Participants in both CT conditions demonstrated pre-post training gains, although individually trained seniors made more significant improvements than group trained seniors on specific formal measures. The amount of pre to post gain on all assessment measures was similar between groups. Improvements in test scores were maintained at 12-week follow-up testing intervals by both groups. Survey results indicated high satisfaction with CT, although differences were found in perceptual outcomes between groups. Conclusions: Whereas individual participants yielded more significant effects, the Group condition also represents an effective and efficient model for prevention related services with elderly populations, as demonstrated by pre-post training effects and participant satisfaction responses. Clinical training applications for CT implementation in a university training setting are discussed.

Effect of Sagittal Balance on Risk of Falling after Lateral Lumbar Interbody Fusion Surgery Combined with Posterior Surgery.

PurposeTo demonstrate the impact of correcting sagittal balance (SB) on functional outcomes of surgical treatment for degenerative spinal disease and actual falls via utilization of new minimally invasive lumbar fusion techniques via a lateral approach.Materials and MethodsFrom November 2011 to March 2015, we enrolled 56 patients who underwent minimally invasive lateral lumbar interbody fusion (LLIF) and matched 112 patients receiving decompression/postero-lateral fusion (PLF) surgery for lumbar spinal stenosis. According to SB status using C7-plumb line-distance (C7PL) and surgery type, patients were divided into three groups: SB PLF, sagittal imbalance (SI) PLF, and LLIF groups. We then compared their outcomes.ResultsThe mean C7PL was 6.2±13.6 mm in the SB PLF group, 72.9±33.8 mm in the SI PLF group, and 74.8±38.2 mm in the LLIF group preoperatively. Postoperatively, C7PL in only the LLIF group improved significantly (p=0.000). Patients in the LLIF group showed greater improvement in fall-related functional test scores than the SI PLF group (p=0.007 for Alternate-Step test, p=0.032 for Sit-to-Stand test). The average number of postoperative falls was 0.4±0.7 in the SB PLF group, 1.1±1.4 in the SI PLF group, and 0.8±1.0 in the LLIF group (p=0.041). Oswestry Disability Index and the Euro-QoL 5 dimension visual analogue scale scores also showed greater improvements in the LLIF group than in the SI PLF group at postoperative 1 year (p=0.003, 0.016).ConclusionSurgical correction of SI in patients with lumbar spinal stenosis using a combination of minimal invasive LLIF and posterior surgery achieved better surgical outcomes and a lower incidence of actual falls than PLF surgery.

Short-Term Practice Effects and Amyloid Deposition: Providing Information Above and Beyond Baseline Cognition.

Practice effects, which are improvements in cognitive test scores due to repeated exposure to testing materials, may provide information about Alzheimer's disease pathology, which could be useful for clinical trials enrichment. The current study sought to add to the limited literature on short-term practice effects on cognitive tests and their relationship to amyloid deposition on neuroimaging. Twenty-seven, non-demented older adults (9 cognitively intact, 18 with mild cognitive impairment) received amyloid imaging with 18F-Flutemetamol, and two cognitive testing sessions across one week to determine practice effects. A composite measure of 18F-Flutemetamol uptake correlated significantly with all seven cognitive tests scores on the baseline battery (r's = -0.61 - 0.59, all p's<0.05), with higher uptake indicating poorer cognition. Practice effects significantly added to the relationship (above and beyond the baseline associations) with 18F-Flutemetamol uptake on 4 of the 7 cognitive test scores (partial r's = -0.45 - 0.44, p's<0.05), with higher uptake indicating poorer practice effects. The odds ratio of being "amyloid positive" was 13.5 times higher in individuals with low practice effects compared to high practice effects. Short-term practice effects over one week may be predictive of progressive dementia and serve as an affordable screening tool to enrich samples for preventative clinical trials in Alzheimer's disease.

A Virtual Reality Simulation Model of Spinal Ultrasound: Role in Teaching Spinal Sonoanatomy.

Ultrasound assessment of the lumbar spine improves the success of spinal and epidural anesthesia, especially for patients with underlying difficult anatomy. To assist with the teaching and learning of ultrasound-guided neuraxial anesthesia, we have created an online interactive educational model (http://www.usra.ca/vspine.php and http://pie.med.utoronto.ca/vspine). The aim of the current study was to determine whether the virtual spine model improved the knowledge of neuraxial anatomy and sonoanatomy. After obtaining ethics board approval and written participant consent, 14 anesthesia trainees with no prior experience with spine ultrasound imaging were included in this study. Construct validity was assessed using a pretest/posttest design to measure the knowledge acquired from self-study of the virtual spine simulation modules. Two tests (A and B) with 20 multiple-choice questions were used either for the pretest or posttest, at random in order to account for possible differences in difficulty between the 2 tests. These tests were administered immediately before and after a 1-hour training session using the spine ultrasound model. Fourteen anesthesia trainees completed the study. Seven used test A as the pretest (group A), and 7 used test B as the pretest (group B). Both groups showed a statistically significant improvement (P < 0.05) in test scores after a 1-hour session with the spine ultrasound model. The mean scores were 55% (SD, 11.2%) on the pretest and 77% (SD, 8.7%) on the posttest. The study demonstrated that after 1 hour of self-study by the trainees on the spine ultrasound model test scores improved by 40%.

Economic Research and Education Policy: Project Star and Class Size Reduction

The use of randomized controlled trials (RCTs) and related randomization strategies to eliminate selection biases in establishing causality is a key element of the “modern experimentalist paradigm” (MEP). Yet, its emphasis on precisely identifying causal factors often limits its capacity to provide an evidence base for policy. We illustrate this through a detailed look at Project STAR, an extensively analyzed, well-funded, large-scale, rigorous RCT commissioned by the Tennessee legislature to help it decide whether to mandate statewide class-size reductions (CSR) from kindergarten to the third grade. Project STAR randomly assigned students to classes of different size and compared test results across these classes, to obtain an unbiased answer to the research question, “Does reducing class size improve test scores?” However, this shed little light on whether reducing class size was a good use of increased education financing. Analyses of Project STAR ignored general equilibrium effects of CSR on both the demand for teachers and the value of test scores. Moreover, its emphasis on estimating average class-size effects in a particular setting diverted attention from their heterogeneity, and the need to understand how class size affects learning, and how its effect is moderated by circumstances. Rather than considering the full chain of evidence necessary for shaping class-size policy, Project STAR concentrated its effort on maximizing the accuracy of a single link in that chain; internal validity trumped policy relevance.

Pediatric sport-related concussion education: Effectiveness and long-term retention of the head safety in youth sports (HSYS) program for youth athletes aged 11–16

AbstractObjective: The goals of this study are to evaluate the effectiveness of the curriculum for youth athletes and determine long-term retention in those who have previously participated. Design: Prospective cohort study. Setting: Middle schools. Participants: 887 male and female sixth- through eighth-grade Physical Education students, ranging from ages 11 to 16 entered and 858 students finished the HSYS Program. Subjects (n = 29) were excluded if they did not complete their pre-workshop or post-workshop test. Interventions: The program is designed to be a 35–45 min workshop. Main Outcome Measures: Tests were administered before and after workshop participation to evaluate knowledge of concussion and response to head injury. Results: The aggregated pre-workshop and post-workshop mean test scores for participants from all five middle schools were 68% ± 2% and 85% ± 3%, respectively, which demonstrated significant improvement in test scores after participation in the HSYS Program (paired t-test, p < 0.00...

A Prospective Evaluation of Neurocognitive Function and Neurologic Symptoms in Pediatric and Young Adult Patients with Relapsed/Refractory Acute Lymphoblastic Leukemia (ALL) Undergoing Anti-CD22 Chimeric Antigen Receptor Therapy

Introduction:Neurocognitive deficits and neurologic toxicity are known complications of ALL therapy, and cumulative therapy may make those with multiply relapsed disease more vulnerable. Novel targeted immunotherapies, such as blinatumomab or anti-CD19 chimeric antigen receptors (CARs), despite promising results, are associated with neurologic toxicity, potentially related to cytokine release syndrome (CRS). Neurologic symptoms may include encephalopathy, seizures, and aphasia, but subtle toxicity is not easily captured by current grading systems. On our anti-CD22 CAR trial (NCT02315612), we prospectively evaluated neurocognitive function, developed a CAR-specific neurological symptom checklist, and incorporated CNS imaging to comprehensively assess for CAR related neurotoxicity. We describe the results in the first 9 consecutively enrolled subjects.Methods:Children and young adults with relapsed/refractory CD22+ ALL enrolled on a phase I dose escalation study of anti-CD22 CAR therapy were evaluated for neurotoxicity pre (baseline) and post-therapy (day 21-28 following infusion). Neurocognitive assessment was performed by psychologists who administered a brief (<1 hour), focused test battery to patients. The domains of attention (Flanker Attention and Inhibitory Control Test), working memory (List Sorting Working Memory Test), and cognitive flexibility (Dimensional Change Card Sort Test) were evaluated with the computerized NIH Toolbox, and processing speed was assessed with the Wechsler Processing Speed Index. Our neurologic symptom checklist, developed specifically to assess for CAR therapy related neurotoxicity, evaluated the severity (mild, moderate, severe) and duration (<24 hours, 24-48 hours, and >48 hours) of symptoms, including fever, visual and auditory hallucinations, responsiveness to commands, disorientation, depressed mood, and pain. The caregiver was asked to complete the checklist at baseline and then at approximately 14 and 21-28 days post-infusion; occasionally if the caregiver was not available, the adult patient completed it. Additionally, subjects underwent standard disease evaluation, including cerebrospinal fluid (CSF) analysis at pre and post-therapy and a baseline brain MRI when feasible.Results:All 9 subjects, median age 20 years (range 7-22 years), had multiply relapsed ALL and had undergone at least one allogeneic hematopoietic cell transplantation, with 8 receiving prior total body irradiation. All were classified as CNS1 at enrollment. Baseline brain MRI was normal in 6 of 7 subjects, with one noted to have slight volume loss for age. Six of 9 developed CRS and 4 attained a complete remission (Table). Follow-up CSF studies performed in 8 subjects demonstrated CNS1 disease with anti-CD22 CAR-T cells detected in the CSF of 5 subjects. Seven of 9 subjects completed the baseline and 1-month follow-up neurocognitive evaluations (one patient had significant disease progression and was unable to complete the follow-up testing; one declined the follow-up assessment). At the 1-month follow-up assessment, all patients with completed evaluations exhibited stable cognitive functioning in all domains; a few had improved test scores. Seven patients had neurological symptom checklists completed at all time points, and two had the follow-up checklists completed based on medical record notes. As rated on the checklist, the symptoms developing between 7-14 days after CAR-T cell infusion were new onset of fever (n=5), pain (n=3), visual hallucinations (n=1), mild unresponsiveness to commands (n=1), and mild disorientation (n=1). No CAR related seizures, aphasia or encephalopathy was observed, and most symptoms had returned back to baseline or were mostly resolved by 28 days. There was no correlation between degree of neurotoxicity and CAR-T cell presence in CSF.Conclusions: In contrast to more severe neurologic toxicity seen with CD19 targeted therapy, repeated cognitive testing and observer-reported outcomes identified only mild-to-moderate symptoms of neurotoxicity related to CD22 CAR T cells, which were self-limited-including in those who attained remission with circulating CAR cells in the CSF. These systematic prospective neurocognitive assessments were feasible and allowed us to identify subtle symptoms of this new therapy. Further evaluation with more patients and longer-term follow-up is ongoing. [Display omitted] DisclosuresLee:Juno: Honoraria. Mackall:NCI: Patents & Royalties: B7H3 CAR.

Active learning in neuroscience: a manipulative to simulate visual field defects.

prevalent in 20–57% of stroke patients, visual field defects have been shown to impact quality of life. Studies ([8][1]) have shown increased risk of falling, ambulatory difficulties, impaired reading ability, and feelings of panic in crowded or unfamiliar places in patients with visual field

Hearing Loss and Cognitive-Communication Test Performance of Long-Term Care Residents With Dementia: Effects of Amplification

The study aims were (a) to explore the relationship between hearing loss and cognitive-communication performance of individuals with dementia, and (b) to determine if hearing loss is accurately identified by long-term care (LTC) staff. The research questions were (a) What is the effect of amplification on cognitive-communication test performance of LTC residents with early- to middle-stage dementia and mild-to-moderate hearing loss? and (b) What is the relationship between measured hearing ability and hearing ability recorded by staff using the Resident Assessment Instrument-Minimum Data Set 2.0 (RAI-MDS; Hirdes et al., 1999)? Thirty-one residents from 5 long-term care facilities participated in this quasiexperimental crossover study. Residents participated in cognitive-communication testing with and without amplification. RAI-MDS ratings of participants' hearing were compared to audiological assessment results. Participants' speech intelligibility index scores significantly improved with amplification; however, participants did not demonstrate significant improvement in cognitive-communication test scores with amplification. A significant correlation was found between participants' average pure-tone thresholds and RAI-MDS ratings of hearing, yet misclassification of hearing loss occurred for 44% of participants. Measuring short-term improvement of performance-based cognitive communication may not be the most effective means of assessing amplification for individuals with dementia. Hearing screenings and staff education remain necessary to promote hearing health for LTC residents.

Teaching to the test: a mixed methods study of instructional change from large-scale testing in Canadian schools

Large-scale provincial assessment is an integral part of schooling across Canada. The effect that these assessments have on classroom teaching remains an under-examined aspect of provincial policies. The study upon which this paper is based sets out to quantify the type and level of effect assessments have on teaching professionals using a survey instrument that was distributed to teachers in all provinces. The subjects and grades tested vary across the provinces, as does the manner of assessment, yet this national study did identify both commonalities and contrasts in how teachers react to testing data. The theoretical framework is based upon the concept of reactivity which posits that external evaluation changes the behaviours of the actors within audited systems. Of particular interest in the educational context were the changes in instructional practice that correlate with ‘teaching to the test’ or strategies employed specifically to improve test scores, whereas overall learning might not be improved. These practices are widespread across Canada, across grade levels and subject areas. Two highly significant factors were: (a) the presence of high-stakes exit examinations; and (b) the amount of pressure teachers perceived from the testing process. Teaching to the test is highly evident and in some cases strongly correlated with factors controlled by provincial assessment policy.

Students’ perceptions of the flipped classroom model in an engineering course: a case study

ABSTRACTThe flipped classroom model is an innovative educational trend that has been widely adopted in the social sciences but not engineering education. In this model, an active instructional approach shifts the educational strategy from a teacher- to a student-centred approach. The purpose of this study is to compare the learning outcomes of engineering students attending a flipped-model section of the Dynamics of Structures course with students attending a traditional, lecture-based section of the same course taught by the same instructor. The results confirm previous research showing that test scores in the flipped course sections were slightly higher than traditional sections. Although the improvement in test scores was statistically insignificant, student statements indicated that the flipped model promoted a deeper, broader perspective on learning, facilitated problem-solving strategies and improved critical-thinking abilities, self-confidence and teamwork skills, which are needed for a successful engineering career.

Effectiveness of air purifier on health outcomes and indoor particles in homes of children with allergic diseases in Fresno, California: A pilot study

ABSTRACTObjective: Epidemiologic studies indicate that indoor air pollution is correlated with morbidity caused by allergic diseases. We evaluated the effectiveness of reducing the levels of indoor fine particulate matter <2.5 micrometer diameter (PM2.5) in Fresno, California using air purifiers on health outcomes in children with asthma and/or allergic rhinitis. Methods: The active group (with air purifiers) and the control group consisted of eight houses each. Air purifiers were installed in the living rooms and bedrooms of the subjects in the active group during the entire 12-week study duration. Childhood asthma control test, peak flow rate monitoring, and nasal symptom scores were evaluated at weeks 0, 6, and 12. Results: At 12 weeks, the active group showed a trend toward an improvement of childhood asthma control test scores and mean evening peak flow rates, whereas the control group showed deterioration in the same measures. Total and daytime nasal symptoms scores significantly reduced in the active group (p = 0.001 and p = 0.011, respectively). The average indoor PM2.5 concentrations reduced by 43% (7.42 to 4.28 μg/m3) in the active group (p = 0.001). Conclusions: Intervention with air purifiers reduces indoor PM2.5 levels with significant improvements in nasal symptoms in children with allergic rhinitis in Fresno.

Teacher and Teaching Effects on Students' Attitudes and Behaviors.

Research has focused predominantly on how teachers affect students' achievement on tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students' self-efficacy in math, and happiness and behavior in class. Students' attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers' emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students' attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers' skills.

Within-session and one-week practice effects on a motor task in amnestic mild cognitive impairment

ABSTRACTPractice effects on neuropsychological tests, which are improvements in test scores due to repeated exposure to testing materials, are robust in healthy elders, but muted in older adults with cognitive disorders. Conversely, few studies have investigated practice effects on motor tasks involving procedural memory, particularly across test–retest periods exceeding 24 hours. The current study examined one-week practice effects on a novel upper extremity motor task in 54 older adults with amnestic mild cognitive impairment. Results indicate that these individuals with primary memory deficits did improve on this motor task within a brief training session as well as across one week. These practice effects were unrelated to demographic characteristics or global cognition. One-week practice effects were, however, negatively related to delayed memory function, with larger practice effects being associated with poorer delayed memory and potentially better visuospatial ability. The presence of longer term practice effects on a procedural motor task not only has implications for how longitudinal assessments with similar measures involving implicit memory might be interpreted, but may also inform future rehabilitative strategies for patients with more severe declarative memory deficits.

Quantitative Improvements in Hop Test Scores After a 6-Week Neuromuscular Training Program.

Background:In patients who have undergone anterior cruciate ligament reconstruction (ACLR), the effect of neuromuscular re-education (NMR) programs on standard hop tests outcomes, including limb symmetry indices (LSIs), is unknown.Hypothesis:Both legs will show improvement in hop test–measured units after neuromuscular training, but the involved leg will show relatively greater improvement leading to improved limb symmetry. Patients younger than 18 years will show more improvement than patients who are older.Study Design:Retrospective cohort study.Level of Evidence:Level 3.Methods:Patients self-selected their participation in this NMR program, which was completed after traditional outpatient physical therapy. Pre– and post–hop test scores were recorded as the primary outcome measure.Results:Seventy-one patients met the inclusion criteria and completed hop testing. Overall, the involved leg showed significant improvements (pretest/posttest) for single-leg hop (138.30 cm/156.89 cm), triple crossover hop (370.05 cm/423.11 cm), and timed hop (2.21 s/1.99 s). Similarly, on the uninvolved leg, improvements were seen for the single-leg hop (159.30 cm/171.87 cm) and triple crossover hop (427.50 cm/471.27 cm). Overall mean limb symmetry improved across all 4 hop tests, but there was significant improvement only on the single-leg hop (87% pretest to 92% posttest). Patients younger than 18 years showed mean significant LSI improvement on the triple crossover hop.Conclusion:Utilizing an intensive 6-week NMR program after ACLR prior to return to sport can improve quantitative hop test measurements. Patients younger than 18 years had greater improvement than those 18 years and older.Clinical Relevance:Advanced NMR programs can be successfully utilized in the postoperative ACLR setting to improve quantitative limb symmetry.