Multiple Skills Research Articles

Evolving Educational Testing to Meet Students’ Needs: Design‐in‐Real‐Time Assessment

AbstractThe goal in personalized assessment is to best fit the needs of each individual test taker, given the assessment purposes. Design‐In‐Real‐Time (DIRTy) assessment reflects the progressive evolution in testing from a single test, to an adaptive test, to an adaptive assessment system. In this article, we lay the foundation for DIRTy assessment and illustrate how it meets the complex needs of each individual learner. The assessment framework incorporates culturally responsive assessment principles, thus making it innovative with respect to both technology and equity. Key aspects are (a) assessment building blocks called “assessment task modules” (ATMs) linked to multiple content standards and skill domains, (b) gathering information on test takers’ characteristics and preferences and using this information to improve their testing experience, and (c) selecting, modifying, and compiling ATMs to create a personalized test that best meets the needs of the testing purpose and individual test taker.

Interleaved practice enhances grammar skill learning for similar and dissimilar tenses in Romance languages

BackgroundInterleaved practice (or interleaving), the strategy of alternating between categories or concepts during study or practice, can enhance second language grammar skills. It remains to be determined, however, whether that enhancement specifically involves identifying tenses, conjugating verbs, or both, and whether close similarity between tenses is essential. AimsThis study investigated the language skills that interleaving can enhance and the extent to which that enhancement is limited to highly similar tenses. SampleParticipants were college students (Experiment 1, 92 participants; Experiment 2, 109 participants) and adult learners (Experiment 3, 104 participants; Experiment 4, 88 participants). MethodsIn each experiment, participants completed two weekly learning sessions and a one-week delayed criterial test. In the blocked group, participants learned one tense per session. In the interleaved group, participants alternated between two tenses during each session. The criterial test assessed: verb conjugation skills (all experiments), tense identification ability for specific usage scenarios (Experiments 1–3), and the capacity to identify the language of a sentence written in a specific tense (Experiment 4). ResultsInterleaving improved verb conjugation skills in all experiments, tense identification ability in Experiments 1 and 3, and language identification skills in Experiment 4. Benefits of interleaving were observed across tenses varying in usage, meaning, and suffixes. ConclusionsInterleaving enhances multiple language skills, including verb conjugation, tense identification, and language identification. Those benefits are not limited to highly similar tenses. Accordingly, these results challenge assumptions about interleaving and underscore its potential as an effective approach for improving language learning.

Fourth-Year Student Pharmacists’ Perceptions of a Required Student-run Free Clinic Experience

ObjectiveThe University of Michigan Student-Run Free Clinic (UMSRFC) provides quality preventive, acute, and chronic care free of charge to uninsured and underinsured community members. We sought to assess fourth-year student pharmacists’ (P4) attitudes toward providing care as part of a required experience at the UMSRFC during their Ambulatory Care Advanced Pharmacy Practice Experience (APPE). MethodsAll P4s in the 2023-2024 academic year completed an 8-hour experience at the UMSRFC. Pre-clinic and post-clinic surveys were electronically administered, and items related to social determinants of health, patient-centered care, interprofessional teams, and interest in future opportunities were included. Data was analyzed using descriptive statistics and paired t-tests. ResultsA total of 78/83 students (94.0%) participated in the research study. After the experience, students reported higher comfort with providing efficient, cost-effective pharmacy services, assessing patients' healthcare status and needs, and advocating for and assisting patients in obtaining the resources and care they need. Students also reported a higher level of comfort collaborating as part of an interprofessional team after the experience. Most students (92.3%) recommended that the experience continue for future P4s. ConclusionA clinical experience at a SRFC can allow P4s to practice multiple skills that align with the Curricular Outcomes and Entrustable Professional Activities (COEPA). After this experience, P4s felt more comfortable working with underserved populations and collaborating on interprofessional teams and reported being more likely to volunteer at a free medical clinic. We encourage pharmacy programs affiliated with a SRFC to consider implementing a required clinical experience for P4 students.

Development of a framework of the skills and attributes needed by mental health professionals to provide optimal clinical care to people experiencing complex psychosis: A Delphi consensus study.

Complex psychosis is associated with high social and economic costs. The key skills and attributes needed by mental health professionals to provide optimal clinical care to people experiencing complex psychosis have not previously been defined. A framework detailing these skills and attributes is needed to support the identification of training needs for those working with this population. A modified online Delphi method was used to reach consensus on the skills and attributes essential for mental health professionals to deliver optimal clinical care to people experiencing complex psychosis. Participants were international healthcare professionals and academic researchers who self-identified as experts in complex psychosis. Participants were asked to rate their level of agreement with each item on a five-point Likert-type scale and to provide comments. Qualitative feedback was used to modify existing, or create new, items for subsequent rounds. 64 responses were received across three Delphi rounds. 167 items reached consensus and were endorsed (132 in Round 1, 31 in Round 2 and 4 in Round 3). Median score range for endorsed items was 4.5/5, with 88.6% scoring 5/5. All 167 endorsed items were included in the framework, categorised into 14 overarching domains. Multiple skills and attributes were identified as being core components required in the delivery of optimal care by mental health professionals to people experiencing complex psychosis. The resulting framework provides a benchmark for training and skill development of mental health clinicians at both individual and team levels to optimise effective working with this high-needs population.

Spatial thinking skills used by hydrogeology practitioners and students while completing a hydrogeology task

AbstractA typical classroom exercise in hydrogeology is to develop a conceptual model of a contaminated site, identify groundwater flow direction(s), and predict the location and mass of a contaminant plume. This requires knowledge of key hydrogeological concepts and is highly visuospatial in nature. Among multiple discrete spatial thinking skills identified by cognitive science, the combination of visual penetrative ability and working in multiple frames of reference were identified to significantly predict performance on a hydrogeology task and showed that together with hydrogeology knowledge, these spatial thinking skills account for 49% of the variability on task performance. Seventy-two hydrogeology practitioners and students with varying levels of expertise were administered multiple spatial thinking tests and an assessment of hydrogeology knowledge before completing a hydrogeology task that was developed for the study. Using spatial thinking and knowledge test scores as predictor variables, a hierarchical regression analysis was conducted with performance on the hydrogeology task as the outcome variable. The resulting model predicts that at low levels of hydrogeology knowledge, the identified spatial thinking skills account for more than a 25% difference on the hydrogeology task. This study provides empirical evidence that visual penetrative ability and working in multiple frames of reference are important skills in hydrogeology; thus, instructors are encouraged to recognize that underdeveloped spatial thinking skills could present hurdles for students and that targeted spatial thinking training may yield positive results for both weak and strong spatial thinkers.

Assessing key soft skills in organizational contexts: development and validation of the multiple soft skills assessment tool

Assessing key soft skills in organizational contexts: development and validation of the multiple soft skills assessment tool

Enhancing Production in Robot-Enabled Manufacturing Systems: A Dynamic Model and Moving Horizon Control Strategy for Mobile Robot Assignment

Abstract This paper presents a dynamic mathematical model for a robot-enabled manufacturing system, where mobile robots independently manage workstation tasks. Each robot possesses one or multiple skills, enabling collaborative work at workstations. A real-time robot assignment problem is formulated to maximize production of the system, and a novel control strategy is developed to address this problem. Leveraging system properties derived from the model and moving window downtime prediction, the problem of maximizing system production is transformed into a more tractable control problem focused on identifying and achieving a defined ideal clean configurations. The proposed solution significantly outperforms various benchmarks, including a pure reinforcement learning-based strategy, underscoring the importance of system understanding and its crucial role in enhancing flexibility and productivity in manufacturing systems.

Development and Evaluation of a Rural Longitudinal Neonatal Resuscitation Program Telesimulation Program (MOOSE: Maine Ongoing Outreach Simulation Education).

Neonatal resuscitation is a high-acuity, low-occurrence event and many rural pediatricians report feeling underprepared for these events. We piloted a longitudinal telesimulation (TS) program with a rural hospital's interprofessional delivery room teams aimed at improving adherence to Neonatal Resuscitation Program (NRP) guidelines and teamwork. A TS study was conducted monthly in one rural hospital over a 10-month period from November 2020 to August 2021. TS sessions were remotely viewed and debriefed by experts, a neonatologist and a simulation educator. Sessions were video recorded and assessed using a scoring tool with validity evidence for NRP adherence. Teamwork was assessed using both TeamSTEPPS 2.0 Team Performance Observation Tool and Mayo High-Performance Teamwork Scale. We conducted 10 TS sessions in one rural hospital. There were 24 total participants, who rotated through monthly sessions, ensuring interdisciplinary team composition was reflective of realistic staffing. NRP adherence rate for full code scenarios improved from a baseline of 39 to 95%. Compared with baseline data for efficiency, multiple NRP skills improved (e.g., cardiac lead placement occurred 12× faster, 0:31 seconds vs. 6:21 minutes). Teamwork scores showed improvement in all domains. Our results demonstrate that a TS program aimed at improving NRP and team performance is possible to implement in a rural setting. Our pilot study showed a trend toward improved NRP adherence, increased skill efficiency, and higher-quality teamwork and communication in one rural hospital. Additional research is needed to analyze program efficacy on a larger scale and to understand the impact of training on patient outcomes. · Optimal newborn outcomes depend on skillful implementation of NRP.. · Telesimulation can deliver medical education that circumvents challenges in rural areas.. · A longitudinal NRP TS program is possible to implement in a rural setting.. · A rural NRP telesimulation program may improve interprofessional resuscitation performance.. · A rural NRP telesimulation program may improve interprofessional resuscitation teamwork..

A Review of Integrated Curriculum Models in Language Teaching

Integrated curriculum models in language education aim to combine multiple disciplines and language skills into a cohesive framework, fostering connections between language learning and real-world contexts. While these models offer a holistic approach, their implementation has raised concerns about effectiveness, teacher readiness, and challenges in cross-subject integration. This review evaluates the current literature on integrated curriculum models in language teaching, examining their impact on language proficiency and learner engagement. The study reviews empirical studies, case reports, and theoretical discussions, focusing on both qualitative and quantitative research that assesses outcomes in language classrooms. Key themes include cross-curricular integration, teacher collaboration, and the influence of cultural and contextual factors. Findings suggest that integrated curriculum models improve language proficiency by encouraging language use in diverse contexts, helping learners develop both language and critical thinking skills. However, successful implementation requires significant teacher collaboration and curriculum alignment. Teacher preparedness and institutional support are also crucial for achieving positive outcomes. In conclusion, integrated curriculum models hold great potential to enhance language education, but their success relies on effective implementation and collaboration between educators. Further research is needed to assess the long-term effects and scalability of these models in different educational settings.

Perception of Utility and Efficacy of Implementation of TEC-MED Model of Care for Frail Older People and Their Caregivers: A Qualitative Study.

The global population is ageing, and healthcare systems continue to adopt outdated social models of ageing that do not respond to older people's needs. The aim of this study was to explore the experiences of participants in the implementation of the Transcultural social-ethical-care (TEC-MED) model for integrated community care. A qualitative descriptive research study was conducted. Qualitative data were collected through individual interviews and focus groups with purposive sampling. We gathered experiences from five older people, five informal caregivers, two training agents (nurses), six healthcare professionals and eight stakeholders (senior management of businesses, public administrators, researchers and educators). Four themes were extracted: TEC-MED as a new model of home care, TEC-MED model outcome, key role of training agent and platform and resources. Overall, all the participants were satisfied with the model and various positive outcomes were found. The TEC-MED model of care was inclusive and personalised and bridged the communication and integration gaps between different services for the care of dependent older people and their caregivers in the community. Recommendations were made for improvements to the model. New models of care that are inclusive, personalised and integrated are necessary to respond to the multiple needs of the older people. A model that integrates the multiple skills of healthcare professionals is an optimum solution in the care of the older people and their caregivers in Mediterranean countries. Similar research is imperative for other healthcare systems to help them prepare adequately to respond effectively to the needs of present and new generations of older people. The TEC-MED model presents a promising approach to addressing the complex care needs of older people and their caregivers by fostering inclusivity, personalisation and integration across services. For nursing practice, this model emphasizes the importance of multidisciplinary collaboration and the role of nurses in facilitating the adoption of new care strategies. Implementing such models in everyday practice could improve the quality of care provided to older adults, enhancing communication between healthcare providers and ensuring that care is more aligned with the individual needs of patients. Furthermore, integrating digital platforms and targeted resources, as highlighted in the TEC-MED model, can aid in overcoming existing barriers in healthcare systems, improving the coordination of care at the community level.

An analysis of calculus application questions in grade 12 mathematics exams in South Africa

This study employed a quantitative survey methodology to analyze the 2021-2023 grade 12 calculus application exam questions in the context of South Africa. A total of 11 grade 12 teachers and 220 grade 12 students participated in the study. Analysis of the survey data and students’ test results points to the view that examiners sometimes misjudge the level of difficulty of the exam questions and include questions that are very difficult, which fail to discriminate between strong and weak candidates. It was noticed that calculus applications questions that most students could not correctly answer included multiple mathematical skills that were compacted in a short statement. This paper recommends that mathematics examiners should continuously reflect on their own work and find ways to improve their skills in setting future exam papers. The inclusion of item difficulty and item discrimination indices in post-exam analysis of results could be part of the examiners’ reflective practice. Feedback from the grade 12 mathematics teachers on the standard of each exam question is just as important to the examiners as the examiners’ reports are to the teachers.

قياس سرعة أداء بعض المهارات الهجومية لدى ناشئات رياضة التايكواندو

Taekwondo is one of the individual competitive sports with multiple and complex motor skills at the same time. The abundance of correct and effective kicks of all kinds in Taekwondo fights constitutes one of the basic pillars of the game, which will lead to deciding the outcome of the fight and its success when the fight ends with points. Tests and measurements in physical education and sports science are among the important factors that aim to establish the principles of programmed scientific planning based on the essence of modern scientific theories to reach the highest athletic levels in any game or sporting event. Taekwondo enjoys a prominent position among sporting events due to the beauty of its movements and art, in addition to its position in the Olympic and World Games. Perhaps one of its most prominent features is that it is an Olympic sport among other combat sports. The aim of the study is to identify tests measuring the speed of performance of some offensive skills among young women in Taekwondo. The researcher used the descriptive method using the survey method, and determined the research sample intentionally, which included the female junior team, whose number reached (12). Emerging, with a rate of (6) emerging, and their percentage constituted (50%) of the original population. After obtaining the raw results from the tests, they were processed statistically. Based on the researcher's conclusion of the devices used, we can follow the development of skill performance over time. Accordingly, the researcher recommended the necessity of using the devices in conjunction with other skills.

A modular curriculum to teach undergraduates ecological forecasting improves student and instructor confidence in their data science skills

Abstract Data science skills (e.g., analyzing, modeling, and visualizing large data sets) are increasingly needed by undergraduates in the life sciences. However, a lack of both student and instructor confidence in data science skills presents a barrier to their inclusion in undergraduate curricula. To reduce this barrier, we developed four teaching modules in the Macrosystems EDDIE (for environmental data-driven inquiry and exploration) program to introduce undergraduate students and instructors to ecological forecasting, an emerging subdiscipline that integrates multiple data science skills. Ecological forecasting aims to improve natural resource management by providing future predictions of ecosystems with uncertainty. We assessed module efficacy with 596 students and 26 instructors over 3 years and found that module completion increased students’ confidence in their understanding of ecological forecasting and instructors’ likelihood to work with long-term, high-frequency sensor network data. Our modules constitute one of the first formalized data science curricula on ecological forecasting for undergraduates.

Cthink.It. A Board-game for Computational Thinking in Early Years

Computational Thinking (CT) refers to a specific set of mental skills used to formulate solutions to problems by converting given inputs to produce appropriate outputs while following detailed algorithms to perform this process. Essentially, CT is broadly defined as a combination of thinking processes which include abstraction, algorithm design, decomposition, pattern recognition and data representation. Board-games can be used in the educational process as a learning tool while creating an attractive and authentic learning environment, providing an educational approach which is transdisciplinary, developing and utilizing multiple skills. Using board-games in Early Childhood Education (ECE) cultivates students' social skills, 21st century skills and cognitive skills, while helping them to increase their motivation and achieve the objectives of the curriculum framework. In this paper, the aforementioned areas are combined through the presentation of a board-game that was designed within the CThink.it Erasmus+ project (2022-1-MT01-KA220-SCH-000086903) for cultivating CT competency in the early years. The backstory is a toy, lost in a museum and through a series of activities, it is to be returned to the child-owner. Prior to designing the game, a systematic literature review was conducted so as to provide foundation for the game itself and a set of associated lesson plans. The produced materials were pilot tested in schools. The paper aims to provide preliminary data for the game evaluation, focusing on the issues of playability, age appropriateness, connection to curricula and the teachers’ perspective on the usability of the game as teaching resource for ECE. For that, the research methodology will be presented, along with preliminary findings.

Addressing Low Speaking Proficiency in EFL Students: The Impact of Integrated Teaching Strategies in an Islamic Education Setting

The primary aim of this study was to address the challenges of low speaking proficiency and motivation among second-year students in an Islamic education university department. This was achieved by implementing an integrated teaching strategy within a Classroom Action Research (CAR) framework to enhance students' speaking skills and active involvement in the learning process. The study employed a CAR design, conducted over two cycles. Each cycle comprised four stages: planning, action, observation, and reflection. The intervention involved an integrated teaching strategy that combined multiple language skills—listening, speaking, reading, and writing—within a cohesive instructional framework. Data were collected through post-tests, observation checklists, and reflection notes. Quantitative data were analyzed using descriptive statistics and paired sample t-tests, while qualitative data were examined through thematic analysis. The results demonstrated significant improvements in both speaking performance and student engagement between Cycle 1 and Cycle 2. In Cycle 1, the majority of students scored in the "Fair" category, with only 24.39% achieving "Good" scores. Following strategic adjustments, Cycle 2 saw a marked increase in average post-test scores, with 87.80% of students meeting or exceeding the success criteria. The level of active involvement also rose significantly, reflecting the effectiveness of the revised integrated strategy. The findings highlight the value of integrated language instruction and the importance of iterative refinement in teaching methodologies. This study contributes to the theoretical understanding of language acquisition and offers practical insights for EFL educators, particularly in contexts where students face challenges in developing speaking proficiency. The study underscores the need for creating supportive and engaging learning environments that foster student participation and language development.This study provides empirical evidence supporting the effectiveness of integrated teaching strategies in EFL contexts, particularly within Islamic education settings. It demonstrates how Classroom Action Research can be utilized to improve teaching practices and student outcomes continuously. The research offers a model that can be adapted and applied in similar educational contexts to enhance language learning.

Why Students Cannot Easily Integrate Component Skills: An Investigation of the Composition Effect in Programming

Programming skills are increasingly important to the current digital economy, yet these skills have long been regarded as challenging to acquire. A central challenge in learning programming skills involves the simultaneous use of multiple component skills. This article investigates why students struggle with integrating component skills—a challenge called the composition effect. This effect was first studied in learning mathematics, and findings in that area have led to more effective instruction in mathematics. In the current work, we systematically investigate the nature of the composition effect in novice code tracing through a classroom study in a university-level introductory programming course. We designed a set of problems that require integrating component skills, along with matched problems that use the same component skills separately. The composition effect was defined as the performance difference between these two types of problems. We further singled out errors that were committed in integration problems but not in the matched problems and conducted qualitative coding to categorize these errors. Statistical analyses produced three main findings. First, we found a robust composition effect across problems and students, mostly with small or medium effect sizes. Second, we identified two potential sources of errors for this composition effect: conceptual misunderstandings of how to integrate component skills and process errors resulting from slips related to cognitive load challenges. In particular, additional conceptual knowledge often appears to be needed when component skills are integrated in specific ways. Moreover, the primary source appears to be misunderstandings of how skills integrate. Composition effects may not generalize across topics, which suggests that domain topics may serve as the conceptual basis for the composition effect. Third, we found stable individual differences in susceptibility to the composition effect in both overall and finer-grained levels. Our findings provide implications for building theories that may generally explain challenges in learning complex skills and may result in practical designs for skill integration enhanced curricula and instruction to foster student mastery in computing education.

Preemptive and non-preemptive multi-skill multi-mode resource-constrained project scheduling problems considering sustainability and energy consumption: A comprehensive mathematical model

Modern project managers cope with significant challenges to schedule and control projects considering dynamic environments, frequent uncertainties, strict project deadlines, and stricter sustainable requirements above all. Sustainability taking into account resource utilization has been recently associated with project management. Hence, this paper presents a new mixed-integer linear programming (MILP) model with two objectives for a resource-constrained project scheduling problem (RCPSP) with multiple skills and multiple modes, assuming preemptive and non-preemptive activities in an uncertain environment. Given the importance of sustainable developments in projects, the considered objectives are to maximize job opportunities and minimize project duration, resource costs, and total energy consumption. To deal with the model, an AUGNMECON2VIKOR algorithm is utilized to create Pareto solutions. In this model, project activities can be crashed by allocating extra resources. Furthermore, multi-skill resources are used to perform project activities. This study also investigates the impact of these resources on project scheduling. To deal with uncertain circumstances, a fuzzy chance-constrained programming method is employed to develop a robust possibilistic programming model. With respect to the increasing significance of sustainability in project management, this study pioneers the examination of the impact of sustainable factors on project scheduling. Finally, the proposed formulation is validated using instances from the well-known PSPLIB and MMLIB test sets. Finally, a comparison is drawn between the presented solution method considering AUGMECON2VIKOR and AUGMECON2.

Promoting 21st Century Health and Wellness Skills in Elementary School Children: a Group Randomized Trial

In a group randomized trial of 45 elementary schools, a whole-child health and wellness curriculum introduced as a regular part of the educational programming was compared to education as usual over 2 years with a 2-year follow-up. The curriculum focused on integrating multiple SEL skills—mindfulness, compassion, and physical awareness—with the intent to advantage developmental patterns for these skills, academic engagement, personal well-being, and student behavior. The program design and trial implementation were launched with end-use delivery and long-term sustainability as integral considerations. Effects were shown for several SEL skills and behavioral indicators previously robustly correlated to long-term outcomes. Effects were demonstrated more broadly in schools serving high-poverty communities, suggesting the impact was stronger where the need was greater. Results are interpreted regarding supporting school-based SEL, the potential of applying group randomized trials with end-use conditions of implementation, and the value of fitting innovation efforts to school system operations, mandates, and priorities for promoting sustainability.

Multidimensionality of children’s foundational skills: an IRT-based validation of the NEPSY factorial structure

ABSTRACT Objective Measurement tools for children’s foundational skills provide important insights towards the developmental mechanisms of these domains. This study examines the structure of sensorimotor, visuospatial processing (VP), executive function (EF) skills and their interrelationship. The NEPSY is a widely-used neuropsychological instrument, but while validated at the domain-level through classical test theory approaches, no studies have conducted in-depth item-level analyses on its structural and psychometric properties. Method This study examined whether the designed structure of NEPSY is empirically supported by fitting unidimensional and multidimensional Item Response Theory models to item response data of early elementary students in the United States. A confirmatory factor analysis was also conducted to examine the factorial structure of the data. Results Results provide empirical support to the factorial structure of NEPSY, both at the domain level and within the VP sub-domain. The results show that VP and EF are separate constructs and subtests within the VP domain can further be modelled as interrelated but distinct factors – non-motor and motor-based processing. Conclusion Our specific results support the theoretical stance that VP consists of multiple component skills that are distinct because they require different neurological processes. This multidimensional NEPSY model shares some structural commonalities with the Cattell–Horn–Carroll model.

Assisted Problem Based Learning Mobile Learning Application to Improve Preservice Counselor Problem Solving Skills

In today's digital era, the need for effective problem solving skills is increasingly urgent, especially for preservice counselors who will play an important role in helping individuals overcome various challenges. This research aims to test the effectiveness of Application-assisted Problem Based Learning (PBL). Mobile Learning (MLA) through the Bikonesia platform in improving the problem solving abilities of guidance and counseling students (school counselors initial service). This research method is descriptive qualitative by using a quasi-designpre-test post-test experiment control group design which was carried out for 8 weeks. The subject of this research is students majoring in guidance and counseling in one academic year Treatment using the PBL process is divided into five stages: Problem analysis and learning, Discovery and reporting, Solution presentation and reflection, Overview, integration, and evaluation. Data was collected using the Problem Solving Skills Scale developed by researchers. Data were analyzed using an independent t test to compare data stop you And post-test. Hypothesis test results show that Sig. This shows that the model Problem Based Learning (PBL) assisted by Application Mobile Learning (Bikonesia) has a significant effect on improving problem solving abilities Preservice Counselor. Future researchers should consider or even test multiple skills simultaneously through PBL. The implications of this research are can encourage educational institutions to integrate mobile technology in the learning process, considering its effectiveness in improving problem-solving skills.