Standardized Knowledge Test Research Articles

To Access the Knowledge of Community Science: A Fresh Perspective on B.Sc. Community Science Grade

Community Science formerly Known as Home Science is a profession and area of study that deals with the management and economics of the home and community. It is also referred to as family and consumer sciences, human ecology, and home economics. The present study was conducted during 2022-23 to measure the knowledge level of the B.Sc. Community Science graduates. To construct and standardize Knowledge scale the researcher outlined a scale and after that analyzing the content framed 600 items related to the course. After seeking the opinion of the experts some of the items were reframed. Finally, 450 items were considered to form initial stage for developing a standardized knowledge test. These items were subjected to item analysis. After which, a total 300 items were remained for the final study. The selected items sent to 15 State or central Agricultural Universities, 150 M.Sc. Community Science Students as respondents through Online google forms for the data collection. The result of the study revealed that there are 14% of the respondents had low level of Knowledge, majority of the respondents, 74% fall into the medium level of knowledge and 12% of the respondents had demonstrate a higher level of knowledge.

A novel multimodal approach for the assessment of phlebotomy performance in nurses

Abstract Objectives Phlebotomy is presumably the most challenging preanalytical aspect in laboratory medicine. In Europe, inpatient phlebotomy is performed by nurses in 45–60 % of cases. We aimed to develop and test a novel phlebotomy assessment tool for nurses. Methods A group of 24 nurses working in a surgical ward was investigated. A three-pronged approach was devised: (1) a standardized knowledge test, (2) three blinded phlebotomy audits, and (3) prospective monitoring of samples sent from the investigated surgical ward for the calculation of preanalytical quality indicators. Results The average knowledge test score was 22.7/31 points (12–31, interquartile range 20.5–25). The average audit score was 14.5/18 points (13.7–14.7, interquartile range 14–15). No statistically significant correlations were found between phlebotomy knowledge (or lack of) and corresponding phlebotomy practices (or errors, respectively). Moreover, there was no statistically significant correlation between individual knowledge scores and audit scores. Several misconceptions about the preanalytical phase were identified, along with common phlebotomy errors. Conclusions Sometimes, nurses do not follow guidelines due to lack of theoretical knowledge. Other times, nurses fail to follow procedures despite having the prerequisite theoretical knowledge. We observed a discordance between theory and practice regarding certain aspects of phlebotomy. The novel multimodal methodology presented here describes an improved assessment tool and a superior alternative to the popular survey studies. This tool may be used to identify specific and recurrent phlebotomy issues and to improve institutional continuing education programs for nurses through targeted training programs.

Construction of Knowledge Test to Measure the Knowledge of KVK Beneficiary Farmers on Farming Practices

Knowledge on farming practices helps in implementing the best practices in the farm to improve the production system to get higher returns by the farmers. Krishi Vigyan Kendras are the knowledge network centres with district as jurisdiction. Due to the limited availability of knowledge tests to measure the knowledge of Krishi Vigyan Kendra KVK beneficiary farmers on farming practices, an attempt had been made to develop a test for measuring knowledge of KVK beneficiary farmers on farming practices. For this purpose, pertinent items were collected covering all aspects of farming practices. After getting jury opinion on the items of test, the item difficulty index, item discrimination index and point bi-serial correlation were worked out. Thirty eight statements were finally selected from 60 statements to measure the knowledge of KVK beneficiary farmers on farming practices. To administer the knowledge testa score of one was given for each correct answer and zero was given for a wrong answer. Thus the standardized knowledge test developed in this study can be used to measure the knowledge of beneficiary farmers by any KVK and the respondents can be categorized into low, medium and high groups based on the mean and standard deviation.

Knowledgeability about organic food consumption and the factors behind it.

The popularity of organic food is in increasing trend due to the increased existence of synthetic food worldwide. Hence it is very important to know the knowledge level of city dwellers regarding various aspects of organic food and factors associated with their awareness level. The primary objective of this research study is to develop a standardized knowledge test to assess the knowledge level of respondents regarding organic food and find out the factors behind elevated knowledge levels. A standardized knowledge test was developed comprising 26 knowledge items and pilot tested on 42 individuals. Difficulty index, discrimination index and point biserial correlation coefficient were calculated; only 21 knowledge statements were selected out of 26. The reliability coefficient and validity were checked and found satisfactory. The final knowledge test containing 21 knowledge statements was administered to 1050 respondents from various locations of the National Capital Region (NCR)-Delhi, India. After getting the knowledge score from each individual, it was classified as very low, low, medium, high and very high knowledge level. For determining factors contributing towards enhanced knowledge level, the correlation coefficient was calculated between independent socio-economic variables of each individual and their corresponding knowledge score. Regression analysis was also performed and developed a model to depict a relationship between the dependent variable i.e. knowledge level and independent variables. Standardized knowledge test depicted that a major portion of respondents (62.0%) possessed very low, low and medium levels of knowledge, whereas 23.5 and 14.5% of respondents had high and very high levels of knowledge regarding organic food. Independent variables like gender, education, family size, family income, internet, mass media exposure and social participation had a positive relationship with the knowledge level of respondents. The results of regression analysis show that education (X2), total annual income (X3), gender (X6), participation in various organizations like the club, societies, etc. (X8), health consciousness of individual (X11), perception of organic food (X13); could explain the major share of ~62.1% of the variation in dependent variable i.e. knowledge level. The developed standardized knowledge test for the present study was found valid and appropriate research tool for evaluating the knowledge level of urban citizens regarding organic food. The majority of respondents had a positive attitude towards organic food but possessed low to medium knowledge levels regarding organic food. Occasional awareness campaigns and capacity-building programs regarding various aspects of organic food in educational institutes, residential societies and through mass media can be beneficial to society.

Knowledge Level of the Farmers about Hybrid Rice Cultivation in Jammu District

Hybrid rice technology is crucial for securing the food security of the burgeoning population of India. The study carried out in 2021 aims to assess the knowledge level of farmers regarding hybrid rice technology. Three specifically chosen sub-divisions of Jammu District; Marh, Akhnoor, and R.S. Pura, having the cultivation of hybrid rice and using the proportionate and purposive random techniques 38 from R.S. Pura, 13 from Akhnoor and 99 respondents from Marh, making a total sample size of 150 hybrid rice growers. A standardized knowledge test with reliability 0.86, was developed for assessing the knowledge level of hybrid rice growers. The Cube root method was applied to devise different knowledge categories of hybrid rice growers, which varied from medium to high. According to the results of the ANOVA test, there was no discernible difference between the knowledge levels of hybrid rice growers in the three sub-divisions.

Itinerario geológico virtual: propuesta didáctica desde los afloramientos de la Formación El Milagro

The teaching of Earth Sciences must ensure the knowledge that students must have regarding the geography of their immediate environment. The objective of the research is to propose a virtual itinerary based on the outcrops of the El Milagro Formation for the teaching of geological processes in the Earth Sciences training area. The methodological line is descriptive and projective, with a field design. The instruments used were a questionnaire with closed questions and a standardized knowledge test, validated by four (4) experts. In the investigation of the technological didactic resources used by the teachers, it was obtained that in the "web pages" indicator, 50% claim never to use them in the teaching of Earth Sciences; It stands out that 100% say they never design virtual geological itineraries. In reference to the level of knowledge about geological processes that students have, only an average of 30% answered correctly in the items that group the indicators "vegetation, "lithology", "erosion", "stratigraphic processes" and "slope processes" of the Miracle Formation, which denotes weakness in the domain of knowledge. To give solvency to the indicated diagnosis, a virtual geological itinerary is proposed based on the outcrops of the El Milagro Formation of Zulia state (Venezuela) to stimulate the teaching of geological processes in General Secondary Education. Its application manages to promote educational dynamics in the area of ​​Earth Sciences training.

The Missing Link? Middle School Students’ Procedural Knowledge on Fitness

Purpose: Guided by the declarative−procedural knowledge framework, the study attempts to identify middle school students’ declarative (knowing what) and procedural (knowing how) fitness knowledge and the relationship between the two. Methods: A sample of students (n = 291, age 11–14 years) from 24 middle schools took a grade-relevant standardized knowledge test on declarative fitness knowledge and received a semistructured interview designed to clarify their declarative and procedural knowledge. Results: Most students were lacking in procedural knowledge to conduct fitness-enhancing physical activities. A few students who had mastered declarative fitness knowledge demonstrated a high level of procedural knowledge consistent with personal fitness goals. Discussion: The findings suggest that incapability to engage in fitness-enhancing physical activities could be a result of lacking procedural fitness knowledge. Future school-based interventions may prioritize procedural knowledge learning for actual physical activity participation.

Middle school students’ understanding of energy in health and fitness

We used mixed methods to identify middle school students’ conceptions and misconceptions of energy in the domain of health and fitness. We selected a total of 24 middle schools from six school districts in a Southeastern state of the U. S. through stratified sampling. Students were first given a standardized knowledge test to establish their knowledge level membership in the domain of health and fitness. A sample of 291 students was selected from the 24 schools for semi-structured interviews on their understanding of energy sources for physical activities and consequences of energy surplus. Analysis of the interview data identified a variety of misconceptions on energy by grade and knowledge levels. Different conceptual change theories were adopted to form four themes to explain the identified misconceptions. We discussed pedagogical implications that may help address the misconceptions in and beyond the domain of health and fitness.

Learning Muscular Fitness Knowledge Using a Science-Based Physical Education Curriculum

The purpose of this study was to examine the association between the process and outcome of learning muscular fitness knowledge using a science-based physical education curriculum. Fourth grade students (N = 1220) from 15 elementary schools in an urban school district in United States were participated in this study. In each school, 10 lessons of muscular fitness unit using science-based physical education curriculum was taught by trained physical education teachers. Student journals were collected at the end of the unit and graded using validated rubrics. A standardized knowledge test was developed and administered prior to and after the 10 lessons. Correlation, ANOVA, and a multiple regression were conducted to examine the association between student journal and knoweldge test. The result showed that the student journal was an effective tool to assist students to construct their muscular fitness knowledge in the science-based physical education curriculum

Elementary school students’ naïve conceptions and misconceptions about energy in physical education context

ABSTRACTThe purpose of this study was to explore and reveal naïve conceptions and misconceptions about energy embedded in elementary school students’ prior knowledge. Students’ performance on standardized knowledge test was used to classify students into low, median and high levels of knowledge about the cardiovascular system. Semi-structured in-depth interviews were conducted with students in each group to extract their understanding of energy in relation to food choices, physical activities, and exercises. Analysis of the interview data generated six categories of naïve conceptions and two categories of misconceptions. Different conceptual change theories, including Chi’s ontological change theory, Ohlsson’s resubsumption theory, and enculturation theory were used to analyze and understand these naïve conceptions and misconceptions and why they could be robust to change. The analyses confirm the need to adopt a multi-theoretical approach to the understanding of students’ naïve conceptions and misconceptions (Chinn & Samarapungavan, 2009. Conceptual change-multiple routes, multiple mechanisms: A commentary on Ohlsson. Educational Psychologist, 44(1), 1–10). The findings encourage physical and health educators adopt different strategies to address the potential learning obstacles brought by students’ naïve conceptions and misconceptions.

Pharmacy residency training measured through a standardized knowledge test

The use of a standardized knowledge test to assess postgraduate year 1 (PGY1) pharmacy residency training was evaluated. This was a retrospective review of a prospectively administered exam. A bank of questions was developed by preceptors from each of the core rotation disciplines: general medicine (including ambulatory care and oncology), pediatrics, critical care (including transplantation), drug information, operations, practice management, and psychiatry. Board-certified pharmacy specialists at our institution were asked to submit 5-10 questions with answers that would likely be encountered by residents during rotation in their specific specialty area. The exam was administered at the beginning and the end of the resident's PGY1 year. A total of 49 PGY1 residents completed the examination during the first and last months of their residency training. Residents' overall scores improved 5-10% annually from baseline to completion of their residency. The mean overall exam score significantly improved from baseline after completion of a PGY1 residency at our institution for all four class years. All four residency classes demonstrated an increase from baseline scores in most core disciplines with the exception of practice management, which decreased every year of the examination. Scores on a standardized exam developed to assess the baseline knowledge of incoming PGY1 residents and the effect of one year of residency training improved in the majority of practice areas at the end of the year compared to scores at the beginning of the year.

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To evaluate the influence of scientifically based curricula intended for the physical education (PE) classroom, researchers should consider fidelity, or the extent to which teachers who are implementing a PE curricular intervention adhere to the model of curriculum and instruction inherent in the research design. The purpose of this study was to assess PE teachers’ fidelity of implementation as they implemented a research-based PE curricular intervention and to examine the relationship between teachers’ fidelity to the curricular intervention and student outcomes. Six teachers from three middle schools taught one 20-lesson unit from a PE intervention to their sixth grade students. Teachers’ fidelity of implementation was documented using nonparticipatory observations. Students’ knowledge acquisition was measured on a standardized knowledge test prior to and after the 20-lesson unit. Students’ physical activity intensity levels were measured on lesson observation days using accelerometers. Multiple regression with fidelity score as the predictor and knowledge acquisition as the criterion variable indicated that teachers’ fidelity scores accounted for a large portion of variance in student knowledge growth (R2 = .79, adj R2 = .74, p < .05). Approximately 48% of all observed lesson time involved moderate to vigorous physical activities. Based on the findings from this research, it appears the more faithful teachers are to teaching research-based curricula as designed, the greater the impact the curricula can have on student achievement.

Constructing cardiovascular fitness knowledge in physical education.

In physical education, it has become necessary for children to learn kinesiological knowledge for understanding the benefits of physical activity and developing a physically active lifestyle. This study was conducted to determine the extent to which cognitive assignments about healthful living and fitness contributed to knowledge growth on cardiorespiratory fitness and health. Fourth grade students (N = 616) from 15 randomly sampled urban elementary schools completed 34 cognitive assignments related to the cardiorespiratory physical activities they were engaged in across 10 lessons. Performance on the assignments were analyzed in relation to their knowledge gain measured using a standardized knowledge test. A multivariate discriminant analysis revealed that the cognitive assignments contributed to knowledge gain but the contribution varied assignment by assignment. A multiple regression analysis indicated that students' assignment performance by lesson contributed positively to their knowledge growth scores. A content analysis based on the constructivist learning framework showed that observing-reasoning assignments contributed the most to knowledge growth. Analytical and analytical-application assignments contributed less than the constructivist theories would predict.

Learning Science-Based Fitness Knowledge in Constructivist Physical Education.

Teaching fitness-related knowledge has become critical in developing children's healthful living behavior. The purpose of this study was to examine the effects of a science-based, constructivist physical education curriculum on learning fitness knowledge critical to healthful living in elementary school students. The schools (N = 30) were randomly selected from one of the largest school districts in the United States and randomly assigned to treatment curriculum and control conditions. Students in third, fourth, and fifth grade (N = 5,717) were pre- and posttested on a standardized knowledge test on exercise principles and benefits in cardiorespiratory health, muscular capacity, and healthful nutrition and body flexibility. The results indicated that children in the treatment curriculum condition learned at a faster rate than their counterparts in the control condition. The results suggest that the constructivist curriculum is capable of inducing superior knowledge gain in third-, fourth-, and fifth-grade children.

Differences in elementary school achievement between girls and boys: Does the teacher gender play a role?

Elementary schools in many countries record an unequal representation of male and female teachers with female teachers in huge majority. At the same time, numerous studies reveal that girls generally outmatch boys in the majority of school subjects. Consequently, possible effects of teacher–pupil gender interaction are becoming an important topic in studies on pupils’ school achievement. The aim of the present study was to examine the proposed teacher–pupil gender interaction effect on pupils’ school achievement in Croatian elementary schools. The nationwide sample of pupils and their teachers from all 844 Croatian elementary schools was used. There were 48,232 pupils at the age 10 and 46,196 pupils at the age 14 in the research. Two types of pupils’ school achievement measures were assessed—school marks and standardized knowledge tests for almost all subjects in school curriculum. Results indicate that girls generally outmatch boys by school marks, whereas results are equivocal when standardized tests were used. The teachers’ gender effect measured by knowledge of their pupils reveal the superiority of female teachers, but only on standardized achievement tests. The interaction effects of teachers’ and pupils’ gender on school achievement are generally insignificant. The stability of these results was confirmed in both age cohorts and assumption that differences in boys’ and girls’ school achievement are related to teachers’ gender cannot be supported within Croatian elementary education.

Patient safety, resident education and resident well-being following implementation of the 2003 ACGME duty hour rules.

The ACGME-released revisions to the 2003 duty hour standards. To review the impact of the 2003 duty hour reform as it pertains to resident and patient outcomes. Medline (1989-May 2010), Embase (1989-June 2010), bibliographies, pertinent reviews, and meeting abstracts. We included studies examining the relationship between the pre- and post-2003 time periods and patient outcomes (mortality, complications, errors), resident education (standardized test scores, clinical experience), and well-being (as measured by the Maslach Burnout Inventory). We excluded non-US studies. One rater used structured data collection forms to abstract data on study design, quality, and outcomes. We synthesized the literature qualitatively and included a meta-analysis of patient mortality. Of 5,345 studies identified, 60 met eligibility criteria. Twenty-eight studies included an objective outcome related to patients; 10 assessed standardized resident examination scores; 26 assessed resident operative experience. Eight assessed resident burnout. Meta-analysis of the mortality studies revealed a significant improvement in mortality in the post-2003 time period with a pooled odds ratio (OR) of 0.9 (95% CI: 0.84, 0.95). These results were significant for medical (OR 0.91; 95% CI: 0.85, 0.98) and surgical patients (OR 0.86; 95% CI: 0.75, 0.97). However, significant heterogeneity was present (I(2) 83%). Patient complications were more nuanced. Some increased in frequency; others decreased. Outcomes for resident operative experience and standardized knowledge tests varied substantially across studies. Resident well-being improved in most studies. Most studies were observational. Not all studies of mortality provided enough information to be included in the meta-analysis. We used unadjusted odds ratios in the meta-analysis; statistical heterogeneity was substantial. Publication bias is possible. Since 2003, patient mortality appears to have improved, although this could be due to secular trends. Resident well-being appears improved. Change in resident educational experience is less clear.

Rethinking accountability in a knowledge society

Competition between schools combined with test-based accountability to hold schools accountable for predetermined knowledge standards have become a common solution in educational change efforts to improve the performance of educational systems around the world. This is happening as family and community social capital declines in most parts of developed world. Increased competition and individualism are not necessarily beneficial to creating social capital in schools and their communities. This article argues that: (1) the evidence remains controversial that test-based accountability policies improve the quality and efficiency of public education; (2) the current practice of determining educational performance by using primarily standardized knowledge tests as the main means of accountability is not a necessary condition for much needed educational improvement; and (3) there is growing evidence that increased high-stakes testing is restricting students’ conceptual learning, engaging in creative action and understanding innovation, all of which are essential elements of contemporary schooling in a knowledge society. Finland is used as an example to suggest that educational change should rather contribute to increasing networking and social capital in schools and in their communities through building trust and strengthening collective responsibilities within and between schools. This would create better prospects of worthwhile lifelong learning in and out of schools. Based on this analysis, the article concludes that education policies should be directed at promoting more intelligent forms of accountability to meet external accountability demands and to encourage cooperation rather than competition among students, teachers and schools.

Underprediction of Female Performance from Standardized Knowledge Tests: A Further Example from the Knowledge of Geography Test.

It has been documented that some tests ofbackground knowledge underpredict the performance offemale students in college. This study explored whetherthe underprediction phenomenon would also be found for a test that tapped four subfields ofgeography. Students (primarily White, N = 315) enrolledin nine geography classes at a comprehensive, midwesternuniversity completed the Knowledge of Geography (KOG) test during the first week of the semester andconsented to release their first exam grades, finalgrades, and ACT scores. Replicating a previous study(Henrie, Aron, Nelson, & Poole, 1997), there were gender differences favoring males across allfour subfields of the KOG test. KOG test scorescorrelated with grades, but males and females achievedcomparable course grades despite the lower performance of females on the KOG test. Examples illustratehow small differences between predicted and actualgrades can translate into large gender discrepancieswhenever minimum scores from tests that underpredict the performance of a subgroup are used toqualify students for educationalopportunities.