Student Test Performance Research Articles

Improving Academic Performance in Medical Students Using Immersive Virtual Patient Simulation: A Randomized Controlled Trial

To determine whether immersive virtual patient simulation (IVPS) on the MedicActiv platform is influential in improving student academic performance in module validation tests. In this prospective randomized controlled study a comparison was made between IVPS training combined with regular faculty courses versus courses alone. The primary endpoint was module validation grades. Secondary endpoints were satisfaction scores (overall interest, ergonomics, realism, immersion, and training efficiency). Angers School of Medicine, France. 2018 to 2019 class of fourth-year students, included on a voluntary basis. In the first semester 51 students were included, of whom 13 were excluded for lack of compliance (6 and 7 from the IVPS and control groups, respectively). In the second semester we included 57 students, of whom 10 were excluded for lack of compliance (2 and 8 from the IVPS and control groups, respectively). Mean age was 21 years (±0.8). There were 85 female and 23 male students. In the first semester mean grades were 13.4 ± 1.6 versus 11/.9 ± 2.4 in the IVPS and control groups, respectively (p = 0.038). In the second semester mean grades were 15.3 ± 2.5 versus 11.9 ± 3.6 in the IVPS and control groups, respectively p < 0.001. The entire study population was pooled (n = 85): mean grades were 14.5 ± 2.4 versus 11.9 ± 3 in the IVPS group and the control group, respectively, p < 0.001. The satisfaction questionnaire response rate was 54% (46/85). Score percentages ≥4 regarding overall interest, ergonomics, realism, immersion and training efficiency were 89%, 85%, 100%, 93%, and 93% respectively. Complementing conventional university education with simulation of virtual consultation cases on the MedicActiv platform improved student academic performance as compared with students studying regular courses. Students reported high levels of satisfaction with overall interest, ergonomics, realism, immersion and training efficiency on the MedicActiv platform.

Effects of Higher Order Questioning in Prekindergarten for School Readiness

This study investigated whether the strategy of higher order questioning during interest area time would have a positive effect on kindergarten school readiness (specifically focusing on mathematical and language concepts) for students in a low-socioeconomic area school. Evidence from the Developmental Indicators for the Assessment of Learning/ Third Edition (DIAL-3) scores (completed upon entering kindergarten) establishes that the students in this low-socioeconomic area school were not kindergarten ready. &#x0D; &#x0D; Statistical analyses concurred that increasing the frequency of higher order questioning during interest area time significantly improves the test performance of students within the mathematical and language concepts area of the DIAL-3 assessment.&#x0D; &#x0D; The student achievement results of providing teacher training in higher-order questioning techniques during interest area time (the most vital learning time of the prekindergarten day) has provided evidence of increased cognitive development, ultimately increasing student achievement in mathematical and language skills. High-quality prekindergarten services involving best practices are the precursors for kindergarten; therefore, improving teacher-child verbal interactions in prekindergarten ultimately addresses the issue of kindergarten school readiness. &#x0D; &#x0D; Additional findings included a correlation indicating that the students who did well in Language skills also did well in Mathematics and a statistically significant correlation existed between better scores and positive behavior. &#x0D; &#x0D; It is anticipated that the contributions of the present study will encourage future research that will continue to elaborate upon the effects of higher order questioning at the prekindergarten level on kindergarten school readiness.

The Gender-bias Effect of Test Scoring and Framing: A Concern for Personnel Selection and College Admission

Abstract This paper analyzes gender differences in student performance in Multiple-Choice Tests (MCT). We report evidence from a field experiment suggesting that, when MCT use a correction for guessing formula to obtain test scores, on average women tend to omit more items, get less correct answers and lower grades than men. We find that the gender difference in average test scores is concentrated at the upper tail of the distribution of scores. In addition, gender differences strongly depend on the framing of the scoring rule.

Contextualising numeracy skill development and assessment in a first year undergraduate nursing subject: A mixed methods research study

BackgroundUndergraduate nursing students continue to perform poorly on clinically-related numeracy tasks, making errors that betray fundamental misconceptions about the underlying mathematics. Graduate nurses are also prone to error in this area but they have the benefit of performing their calculations in a real-world setting with the assistance of colleague nurses if required. These conditions are difficult to simulate in a classroom environment, but when effort is made in this direction the effects can be rewarding for students and educators. ObjectivesTo investigate the effect on undergraduate nursing students' learning experience and test performance of a practical, clinically contextualised numeracy workshop featuring individual and collaborative modes of assessment. DesignA mixed methods study using pre and post tests and a survey. SettingsClinical practice classrooms at an Australian university. ParticipantsFirst year undergraduate nursing students undertaking a subject whose curriculum features medication safety and clinically-related numeracy. MethodsAdministration of individual and collaborative short-answer pre and post tests, a survey, and facilitation of team-based, clinically-related numeracy activities over a 1.5 h workshop. All test marking, data collection and analysis were performed by the authors. ResultsPositive responses to survey questions probing students' judgement of the effect of contextualised learning on their confidence, engagement and proficiency in nursing numeracy, as well as the value of working in a clinical setting. Significant improvement in students' performance in pre/post tests. ConclusionsContextualised, practical and collaborative learning and assessment of nursing numeracy is valued by students and has a positive effect on their experience and performance in the content area.

The license plate test performance in Canadian adolescents with learning disabilities: A preliminary study

Accurate identification of symptom exaggeration is essential when determining whether data obtained in pediatric evaluations are valid or interpretable. Performance validity measures identify performance patterns that are implausible if the test taker is investing full effort; however, it is unclear whether or not persons with preexisting cognitive difficulties such as Specific Learning Disabilities (SLD) might be falsely accused of poor test motivation due to actual but impaired reading, processing or memory skills. The purpose of this study was to evaluate the newly developed License Plate Test (LPT) performance in students with identified SLD providing good effort, to examine the influence of severe reading or learning problems on LPT performance. Participants were 29 students with SLDs aged 11–14 years (M = 12.1), who completed psycho-educational assessments as part of a transition program to secondary school. Results indicate that recognition memory measures on the LPT were insensitive to cognitive impairments in these children; all students achieved scores of 80% or higher on these tasks. Performance was more variable as test demands of the LPT increased, and the difference between performance on easy and hard subtests was related to greater difficulties with working memory. These results provide preliminary data regarding how children with SLD perform on the LPT, allowing for development of appropriate cut scores to maximize sensitivity and specificity of this test for use with child and adolescent populations.

Damage caused by women’s lower self-efficacy on physics learning

Gender differences in conceptual test performance and course grades for introductory physics students are mainly associated with students' self-efficacy.

Predictive Student Modeling in Educational Games with Multi-Task Learning

Modeling student knowledge is critical in adaptive learning environments. Predictive student modeling enables formative assessment of student knowledge and skills, and it drives personalized support to create learning experiences that are both effective and engaging. Traditional approaches to predictive student modeling utilize features extracted from students’ interaction trace data to predict student test performance, aggregating student test performance as a single output label. We reformulate predictive student modeling as a multi-task learning problem, modeling questions from student test data as distinct “tasks.” We demonstrate the effectiveness of this approach by utilizing student data from a series of laboratory-based and classroom-based studies conducted with a game-based learning environment for microbiology education, Crystal Island. Using sequential representations of student gameplay, results show that multi-task stacked LSTMs with residual connections significantly outperform baseline models that do not use the multi-task formulation. Additionally, the accuracy of predictive student models is improved as the number of tasks increases. These findings have significant implications for the design and development of predictive student models in adaptive learning environments.

Predicting completion of massive open online course (MOOC) assignments from video viewing behavior

ABSTRACT Predicting student performance in Massive Open Online Courses (MOOCs) is important to aid in retention efforts. Researchers have demonstrated that video watching features can be used to accurately predict student test performance on video quizzes employing neural networks to predict video test grades from viewing behavior including video searching (ff, rw, pause), replays, stop, and start. Deep learning neural networks are susceptible to overfitting with low data and higher dimensions; hence, we compare various commonly used classification algorithms including logistic regression and demonstrate similar or higher rates of prediction. However, using a path analysis approach we find that the features collectively explain only a small to moderate amount of variance in assignment completion, which suggests that other factors than video-viewing behavior influence assignment completion such as student goal motivation and student self-regulation. Overall, our findings highlight the important contribution of active searching and repeated viewing to successful assignment completion in a MOOC course. Predictive models based on user interactions with the MOOC platform can help target course retention strategies to increase MOOC completion where retention is abysmally low and help to target video viewing strategies to optimize teaching and learning platform functionality using adaptive agents.

Effectiveness of team-based learning with high fidelity simulation in an undergraduate pediatric course for nurses

Background: Team-based learning (TBL) is a flipped class teaching technique based on principles of collaborative learning. It improves academic test performance in students. Increased satisfaction with learning tasks and enhancement in critical thinking skills is also observed with TBL in nursing education. Aim: The aim of this study was to compare the effects of “conventional TBL” (CTBL) and “TBL combined with high fidelity simulation” on student's attitude and test performance. Methods: The study was conducted in College of Nursing, Jeddah, following Institutional Review Board approval. The study had a two-group posttest only experimental design. Undergraduate nursing students enrolled in the pediatric nursing course were randomly allocated to two groups. Students in Group 1 and Group 2 were taught selected course topics with “CTBL” and “TBL combined with high fidelity simulation” respectively. They filled a questionnaire (comprising of 5-point Likert scale) measuring their attitude toward TBL after completion of the course. They also undertook a test comprising of the same items and the test scores between the two groups were compared. Results: A significant difference (P < 0.001) in test scores the two groups of students was assessed. The difference in mean score of responses between Group 1 and Group 2 was also significant. Conclusion: Test scores of students who covered learning content with TBL combined with high fidelity simulation had better test scores in cognitive test items. A more positive attitude toward TBL was noted in students completing learning tasks with high fidelity simulation in the application phase.

Impact of Scheduling Configurations on State-Mandated Social Studies Test Scores

Impact of Scheduling Configurations on State-Mandated Social Studies Test Scores Kenneth E. Vogler, Susan Schramm-Pate Abstract This study compared the academic performance of seventh-grade students on a state-mandated social studies accountability test by scheduling configuration used, explored principals’ perceptions regarding the impact scheduling configurations have on social studies instruction and student preparedness for the next grade level in social studies, and examined the barriers affecting time allocated for social studies. Results of South Carolina’s accountability assessment system’s social studies seventh-grade test scores in 117 schools, as well as a survey completed by the principals of those schools, were analyzed. After controlling for poverty, no significant difference was found between student social studies accountability test performance and scheduling configuration used. However, findings showed statistically significant differences between scheduling configuration used and principals’ perceptions of its impact on social studies instruction and students’ preparedness for the next grade level in social studies. Additionally, results exposed no clear consensus among principals regarding barriers affecting time allocated for social studies. Full Text: PDF DOI: 10.15640/jehd.v9n3a2

What are they talking about when they talk about equity? A content analysis of equity principles and provisions in state Every Student Succeeds Act plans

Despite numerous education reform efforts, disparities between more privileged students and students from marginalized and minoritized groups still persist in U.S. education. The Every Student Succeeds Act (ESSA) passed in 2015 indicates greater commitment of the federal government to advancing equity in education and gives state educational agencies more autonomy and flexibility in policy making. This article analyzes the content of 52 approved state ESSA plans to examine how the concept of equity in education is defined and applied in state-level ESSA policies and provisions. Results of a qualitative content analysis reveal that all but four state ESSA plans adopt a stance on equity centered on equitable access to educational resources—including funding and effective educators —and less than half state plans attend to equity in outcomes. Most of the state plans do not include a clear definition of what they mean by “equity”. In addition, the accountability systems used to evaluate the impact of equity policies in the plans are predominantly outcome-oriented using student standardized test performance as the key indicator. Incoherent policy principles, coupled with the market-oriented, standards-based policy solutions, may exacerbate the structural inequities facing schools and students that these policies aim to ameliorate. Implications for education policy and research are discussed.

Are multiple-choice items unfair? And if so, for whom?

Due to their test economy and objective evaluability, multiple-choice items are used much more frequently to test knowledge than constructed-response questions. However, studies point out that dependencies may exist between the individual test result and the test format (multiple-choice or constructed-response). Studies testing economic knowledge (one dimension of economic competence) are using mainly multiple-choice items and indicate gender-specific performance in the corresponding tests in favour of male test-takers. As an explanation for these “gender differences” gender-specific affinities and differences in cognitive abilities are mentioned. Moreover, the test format itself is mentioned but has hardly been investigated in detail to date. In order to answer the question to what extent students test performance depends on the item format, we test economic knowledge using two test formats (constructed-response and multiple-choice), but with the same content. Results from 201 business and business education students show that the usage of constructed-response items can compensate for existing gender differences in 53% of all cases. This underlines that no general, gender-specific advantage or disadvantage can be assumed in relation to the item format. However, the mixed use of constructed-response and multiple-choice items seem promising to compensate for potential gender differences.

Impact of Varying Active Learning Time on Student Performance on a Standardized Exam in the Psychiatry Clerkship.

As medical schools reform clinical curricula, an increasing amount of time is spent in active learning activities. The authors hypothesized that students who spent more time in active learning educational activities (e.g., team-based learning, small group activities, clinical simulation) would receive higher NBME Subject Exam scores compared to students with less. This cohort study included 518 students from 2014 to 2016 who completed at least six contiguous weeks of a psychiatry clerkship. Active learning time percent was calculated by dividing the amount of time in active learning by the total in-classroom time during the clerkship. Analysis was conducted using ANOVA and linear regression. Analysis found that increasing the amount of active learning was not significantly associated with student scores on the NBME Subject Exam in psychiatry (F = 0.91, p = 0.402). However, when controlling for possible confounding variables (including clerkship length and order), clerkship order was a significant predictor of student performance (r = 0.19, β = 0.18, p < 0.0001); students who took the clerkship later in the academic year-and after the internal medicine rotation-performed significantly better on the exam. This study found that increasing the amount of active learning did not improve student performance on the NBME Subject Exam in psychiatry. This study provides preliminary, but unexpected, evidence of interest to medical educators and curriculum reformers that increasing the amount of active learning is not significantly associated with improved student test performance.

REVELATIONS OF A COLLABORATIVE MIDTERM IN AN ENGINEERING TECHNOLOGY MANAGEMENT COURSE

Collaborative testing or two-stage testing as it commonly referred, is where students work together to discuss examination questions and arrive at a consensus to test answers. Two-stage testing is an extension of collaborative learning that has been purported to decrease test anxiety and increase critical thinking, communication, and cooperation skills. Concurrently, there has been considerable research and attention focused on the development of these same transferable skills since employers highly value them. This paper explores the outcomes over two academic terms from administrating a two-stage midterm in a mandatory management course for undergraduate students in an engineering technology program. The pedagogical consideration, application to transferable skills, and administration of this type of assessment method are discussed, along with the student perspective regarding the experience and impact on student test performance.

Effects of Item Modifications on Test Accessibility for Persistently Low-Performing Students with Disabilities

ABSTRACTConstruct-irrelevant cognitive complexity of some items in the statewide grade-level assessments may impose performance barriers for students with disabilities who are ineligible for alternate assessments based on alternate achievement standards. This has spurred research into whether items can be modified to reduce complexity without affecting item construct. This study uses a generalized linear mixed modeling analysis to investigate the effects of item modifications on improving test accessibility by reducing construct-irrelevant cognitive barriers for persistently low-performing fifth-grade students with cognitive disabilities. The results showed item scaffolding was an effective modification for both mathematics and reading. Other modifications, such as bolding/underlining of key words, hindered test performance for low-performing students. We discuss the findings’ potential impact on test development with universal design.

Comparing the Effects of Individual Versus Group Face-to-Face Class Activities in Flipped Classroom on Student's Test Performances

BackgroundFlipped classroom is an active learning instructional design in which students are required to complete pre-class learning assignments and participate in concept application activities during class time. There is limited evidence describing the most appropriate type of class activity facilitating better test performance in students engaged in flipped classroom learning. PurposeThe purpose of this study was to compare effects of individual versus group face-to-face class activities in flipped classroom on student’s test performances. MethodA two-group post-test only true experimental study design was used. Students were randomly assigned in group 1 and group 2. Students in both of the groups completed identical pre-class learning assignments. Face-to-face class sessions in group 1 comprised of small group activities where as group 2 completed individualized tasks during class time. Students in both the groups completed a test comprising of assessment items in Fink’s taxonomy learning domains. Test scores in each domain were compared between the two groups. ResultsTest performance in Group 1 was better in learning domains of foundation of knowledge, application and integration whereas Group 2 performed comparatively better in domains of human dimension and caring. The study revealed that the mean test score of students in group 1 (face-to-face class activities) was better than group 2 (individual face-to-face class activities) and the difference across Group 1and Group 2 was significant (P = <0.001). ConclusionFlipped classroom design with group based face-to-face class activities yielded better test scores compared to the design comprising of individual face-to-face class activities.

The Association Between Step Frequency Test, Sprint And Agility Performance

A variety of training methods have been described in the literature to improve speed and agility. Step frequency, which is the rate at which steps can be reproduced, is one of the traditional step kinematic measure used to describe running technique. Previous research has illustrated the importance for faster acceleration (Murphy, Lockie, & Coutts, 2003). This has led athletes to investigate time in different step frequency training (i.e. ladder training) in order to gain increase in sprint or acceleration performance. PURPOSE: The purpose of this study was to investigate the association between two different step frequency test, sprinting and agility performance in sport science students. In addition, we aimed to investigate any gender differences in the association between variables. METHODS: The present study used a correlational research design in order to investigate the association between step frequency test (anterior-posterior and medial-lateral), agility test (5+5 meter) and 20-meter sprinting performance. Twenty-one male (height 181.1 cm, mass 79.6 kg) and seventeen female students (height 169.9 cm, mass 68.9 kg) sport science were included as subjects in the study. All subjects performed two different step frequency tests (anterior-posterior and medial-lateral), one agility test and a 20-meter sprint test. Pearsons correlation analysis were used in order to investigate the association between step frequency and sprint and agility performance. RESULTS: Overall, modest correlations between step frequency (anterior-posterior and medial-lateral) and sprint performance (r=0.36 and r=0.42, respectively (p<0.05)). In addition, this study found correlation between agility test and sprint test (r=0.53, (p<0.001). No correlation were found between either of the step frequency tests and the agility test (5+5 meter). CONCLUSIONS: This study found modest association between step frequency tests and 20-meter sprint performance in sport science students. The fact that no association was found between step frequency tests and the agility test makes it difficult to conclude any relationship between step frequency test performance and acceleration performance.

Modeling Dependence Structures for Response Times in a Bayesian Framework

A multivariate generalization of the log-normal model for response times is proposed within an innovative Bayesian modeling framework. A novel Bayesian Covariance Structure Model (BCSM) is proposed, where the inclusion of random-effect variables is avoided, while their implied dependencies are modeled directly through an additive covariance structure. This makes it possible to jointly model complex dependencies due to for instance the test format (e.g., testlets, complex constructs), time limits, or features of digitally based assessments. A class of conjugate priors is proposed for the random-effect variance parameters in the BCSM framework. They give support to testing the presence of random effects, reduce boundary effects by allowing non-positive (co)variance parameters, and support accurate estimation even for very small true variance parameters. The conjugate priors under the BCSM lead to efficient posterior computation. Bayes factors and the Bayesian Information Criterion are discussed for the purpose of model selection in the new framework. In two simulation studies, a satisfying performance of the MCMC algorithm and of the Bayes factor is shown. In comparison with parameter expansion through a half-Cauchy prior, estimates of variance parameters close to zero show no bias and undercoverage of credible intervals is avoided. An empirical example showcases the utility of the BCSM for response times to test the influence of item presentation formats on the test performance of students in a Latin square experimental design.

The effect of study preparation on test anxiety and performance: a quasi-experimental study.

Background: Health care education is an important issue in the development of countries, and student’s academic achievement plays an important role in this respect. Test anxiety can affect the academic performance of students. This study aimed to investigate the effect of study preparation on test anxiety and performance of public health students.Methods: This quasi-experimental study investigated the effect of study preparation on reducing test anxiety and improving the performance of public health students at Urmia University of Medical Sciences, Urmia, Iran, in the academic year 2016–2017.All second- and third-year bachelor’s students in public health major were assigned into the intervention (n=20) and control groups (n=25). The assignment was based on the study preparation items and the defined benchmark.Data on general stress and test anxiety were collected by subjective self-assessment via paper-and-pencil surveys in the first week of the semester and before the final exam, respectively.Results: No significant difference was found in the level of general stress between the two groups at the beginning of the semester (p=0.55) based on the study preparation items. The level of test anxiety in the intervention group (47.90) was lower than in the control group (34.64) at the end of the semester (p=0.001). The mean value of exam scores was higher in the intervention group (p=0.015).Conclusions: The intervention reduced the level of test anxiety and improved the performance of students. Faculty members and heads of the departments should help students learn about the study preparation over the semester with engagement in learning-oriented approaches and class activities.

Preuniversity science education in India: Insights and cross cultural comparison

A bimodal distribution of student preuniversity standardized physics test performance can be attributed to different educational experiences of students from different socioeconomic backgrounds.