Test-based Assessment Research Articles

Cone penetration test-based assessment of liquefaction potential using machine and hybrid learning approaches

Cone penetration test-based assessment of liquefaction potential using machine and hybrid learning approaches

Identification of Methicillin-resistant Staphylococcus aureus Isolated from Dairy Cow’s Milk in Tulungagung District, Indonesia

Background: Mastitis is one of the factors contributing to the health-related decreased milk production and quality for dairy cows. Mastitis in ruminants is a serious bacterial disease caused by Staphylococcus aureus. Staphylococcal bacteria are becoming increasingly resistant to many classes of antibiotics, particularly β-lactam families like the MRSA strain. Laboratory tests are required to determine the level of bacterial resistance and to identify MRSA isolates sourced from dairy cows in Tulungagung District. Methods: 110 milk samples were isolated on MSA media followed by Gram’s staining and biochemical tests. Kirby-bauer diffusion test-based assessment of antibiotic sensitivity. The S. aureus isolates that underwent the MRSA identification test were S. aureus isolates that had developed a resistance to β-lactam antibiotics. Result: A total 81 samples of the 110 isolated milk samples were determined to be positive for S. aureus. Out of total isolates, 25 isolates of S. aureus had the highest level of oxacillin resistance. As many as 4 isolates were confirmed to be MultiDrug Resistance (MDR) and 17 MRSA isolates were discovered from 100 samples of dairy cows. Early diagnosis of MRSA infection is crucial since it can be challenging to treat because this type of bacteria is known to be resistant to several drugs and spreads readily.

DIAGNOSTIC TEST-BASED ASSESSMENT TOOL USING MOODLE TO MEASURE STUDENTS' METACOGNITIVE ABILITIES

As part of mindset, metacognition is one of the key indicators of 21st century skills. In this 21st century learning era, the need for metacognitive assessment tools is very important. This study aims to measure students' metacognitive abilities on science concepts using a Moodle based self-diagnostic assessment and know the correlation between students' metacognitive abilities and their learning outcomes. The research used quantitative methods with a sample consisting of 2 classes of students taking Basic Science Courses Data analysis of students' metacognition level based on evaluation results and correlation analysis of students' metacognition skills and learning outcomes. The result indicated that diagnostic test-based assessment tool using Moodle can be used to measure students' science metacognition abilities. The results also showed a significant correlation between metacognitive abilities and student learning outcomes. Diagnostics test using Moodle can be an alternative metacognitive assessment of the learning process and an opportunity to create a 21st-century skills assessment.

Pelaksanaan Teknik Asesmen Formal dan Informal Pada Pembelajaran Matematika Untuk Anak Usia Dini

Assessment is a process of describing as it is about the behavior shown by the child. The behavior in question is directed at aspects of development that must be mastered by children. The assessment aims to reveal the facts of the actual development that occurs and is achieved by the child (description), mapping the developmental achievements of each child (mapping), grouping children on relatively similar developmental achievements (grouping), providing programs that are in accordance with the child's needs (programming). Implementation of the assessment can use two main approaches, namely a formal assessment approach (formal based assessment) and an informal assessment (informal based assessment). The formal assessment approach usually uses instrumentation and is based on scores or numbers, so some call it a test-based assessment. The informal assessment approach uses real situations and real work of children to describe the state of behavior as it is.

Clinical Staging of Alzheimer's Disease: Concordance of Subjective and Objective Assessments in the Veteran's Affairs Healthcare System.

IntroductionUncertainty surrounding the accurate assessment of the early-stage Alzheimer’s disease (AD) may cause delayed care and inappropriate patient access to new AD therapies.MethodsTo analyze clinical assessments of patients with AD in the Veteran’s Affairs (VA) Healthcare System and evaluate concordance between subjective and objective assessments, we processed clinical notes extracted by text integration utilities between April 1, 2008 and October 14, 2021. Veterans who had mild, moderate, or severe AD with clinical notes documenting both clinician’s judgement of AD severity and objective test scores from the Mini-Mental State Examination or the Montreal Cognitive Assessment were included. Using clinician-defined severity cohorts, we determined concordance between the clinician’s (subjective) assessments and the test-derived (objective) assessments of AD severity. Concordance was assessed over time and by selected symptoms and comorbidities, as well as healthcare system factors.ResultsA total of 8888 notes were initially extracted; the final analysis sample included 7514 notes corresponding to 4469 unique patients (mean [standard deviation] age of 78 [9] years; 96.5% male; 77.8% White). Subjective and objective assessments were concordant in approximately half (53%) of overall notes. In the mild Alzheimer’s cohort, patients were assessed to have more severe disease by objective test scores in 40% of notes. Concordance varied about 21–73%, 47–58%, and 40–64% across symptoms/comorbidities, clinician types, and Veteran’s Integrated Service Networks, respectively. The proportion of concordant notes was higher in visits to dementia (61%) instead of non-dementia clinics (53%).ConclusionsWe found higher concordance between clinician’s assessment and test-based assessment of Alzheimer’s disease severity in dementia specialty clinics. Discordance is especially high for the subjectively assessed mild AD cohort where objective assessments showed a higher severity level in 40% of notes. These data indicate a critical need for improved understanding of clinical assessments and decision-making to identify appropriate patients for anti-amyloid therapy.Supplementary InformationThe online version contains supplementary material available at 10.1007/s40120-022-00379-z.

Exploring the Potentials of Performance-Centred Instructional Design in Online and Blended Learning: Students’ Perspectives

This study aims to clarify the potentials of performance-centred instructional design in online and blended learning. It asserts its contribution in that no research so far available has explicitly investigated how students—‘evaluatees’—evaluate the implemented course design with a 100% performance-based assessment (PA). The study consists of two parts: a comprehensive literature review on PAs, followed by a report on a survey to the students on performance-centred course experiences. The research was held in an undergraduate English programme at a Tokyo university. No test was conducted, and only performance-based evaluative methods were used throughout the two-semester course of one academic year. A survey was administered to the students after the course experience, obtaining 67 valid responses. AI research tools were also applied to the analyzes, to explore their future use. A high level of positivity toward the PA course design was obtained. Besides, the design succeeded in building students’ self-efficacy and helping them become more strategic in using the language. The perceived progress was also confirmed by an objective test held outside the current research. Furthermore, the students admitted some utility in test-based assessment, proving, on average, that the combinatory design of 75–85% PAs and 15–25% tests would be ideal. PA-centred course design has significant potential to deepen students’ learning. It provides an antithesis to a heavily test-centred teaching approach, which could limit students’ learning. It suggests that digital-based PAs be viable solutions, when meeting for tests is not feasible under emergencies, including worldwide pandemics.

Crash test-based assessment of injury risks for adults and children when colliding with personal mobility devices and service robots

Autonomous mobility devices such as transport, cleaning, and delivery robots, hold a massive economic and social benefit. However, their deployment should not endanger bystanders, particularly vulnerable populations such as children and older adults who are inherently smaller and fragile. This study compared the risks faced by different pedestrian categories and determined risks through crash testing involving a service robot hitting an adult and a child dummy. Results of collisions at 3.1 m/s (11.1 km/h/6.9 mph) showed risks of serious head (14%), neck (20%), and chest (50%) injuries in children, and tibia fracture (33%) in adults. Furthermore, secondary impact analysis resulted in both populations at risk of severe head injuries, namely, from falling to the ground. Our data and simulations show mitigation strategies for reducing impact injury risks below 5% by either lowering the differential speed at impact below 1.5 m/s (5.4 km/h/3.3 mph) or through the usage of absorbent materials. The results presented herein may influence the design of controllers, sensing awareness, and assessment methods for robots and small vehicles standardization, as well as, policymaking and regulations for the speed, design, and usage of these devices in populated areas.

Development and validation of assessments of adolescent health literacy: a Rasch measurement model approach

BackgroundHealth literacy (HL) is implicated in improved health decision-making and health promotion, and reduced racial, ethnic, and socioeconomic health disparities. Three major areas of HL include functional, interactive, and critical HL. HL skills develop throughout the lifespan as individuals’ psychosocial and cognitive capacities develop and as they accumulate experiences with navigating health systems. Though adolescence is marked by increased involvement in health decision-making, most HL studies and measures of HL have focused on adults. Both the adult and adolescent HL literature are also limited by the paucity of validated test-based measures for assessing HL. The existing test-based validated HL measures for adolescents were originally designed for adults. However, adolescents are at an earlier phase of developing their HL skills (e.g., fewer experiences navigating the health system) compared to adults and measures originally designed for adults may assume prior knowledge that adolescents may lack therein underestimating adolescents’ HL. This study developed and validated test-based assessments of adolescents’ functional, interactive, and critical HL.MethodsItems were generated in an iterative process: focus groups with adolescents informed item content, cognitive interviews with adolescents and expert consultation established content and face validity of the initial items, and items were revised or removed where indicated. High school students (n = 355) completed a measurement battery including the revised HL items. The items were evaluated and validated using Rasch measurement models.ResultsThe final 6-item functional, 10-item interactive, and 7-item critical HL assessments and their composite (23 items) fit their respective Rasch models. Item-level invariance was established for gender (male vs. female), age (12–15-year-olds vs. 16–18-year-olds), and ethnicity in all assessments. The assessments had good convergent validity with an established measure of functional HL and scores on the assessments were positively related to reading instructions before taking medicine and questioning the truthfulness of health information found online.ConclusionsThese assessments are the first test-based measures of adolescents’ interactive and critical HL, the first test-based measure of functional HL designed for adolescents, and the first composite test-based assessment of all three major areas of HL. These assessments should be used to inform strategies for improving adolescents’ HL, decision-making, and behaviors.

Cardiopulmonary exercise test-based assessment of the effects of sacubitril/valsartan on the blood pressure response to exercise in patients with acute myocardial infarction during hospitalization

ABSTRACT Objective To investigate the effects of sacubitril/valsartan (S/V) on cardiopulmonary function and blood pressure response to exercise during hospitalization in patients with acute myocardial infarction (AMI) based on the cardiopulmonary exercise test (CPET). Methods A total of 265 AMI patients were treated with either perindopril or S/V within 24 hours of admission. CPET was completed for all patients before discharge. There were 182 cases in the perindopril group and 83 cases in the S/V group. Results The proportion of exercise oscillatory ventilation (EOV) was higher in the S/V group than in the perindopril group (10.8% vs 1.6%, X2 = 11.148, P = .001). The resting heart rate (HR), resting diastolic blood pressure (DBP), and warm-up DBP were lower in the S/V group than in the perindopril group (P < .05). The resting systolic blood pressure (SBP) was 9.0 mmHg lower (115.7 ± 17.5 vs 106.7 ± 15.0, P < .001), the SBP during warm-up was 9.5 mmHg lower (124.8 ± 23.7 vs 115.3 ± 22.5,P = .002), the SBP at the anaerobic threshold (AT) was 10.5 mmHg lower (135.3 ± 24.8 vs 127.1 ± 25.1,P = .021),the SBP at max watts was 11.5 mmHg lower (148.9 ± 26.4 vs 137.4 ± 26.4,P = .001), and the SBP during one-minute recovery was 12.3 mmHg lower (146.5 ± 27.1 vs 134.2 ± 24.4, P = .001)in the S/V group than in the perindopril group. The S/V group had a higher oxygen ventilation equivalent and carbon dioxide ventilation equivalent (VE/VCO2) at AT and a lower oxygen uptake–work rate relationship during max watts (P < .05). The differences in the oxygen pulse, stroke volume, peak oxygen uptake (VO2 peak), and VE/VCO2 slope were not statistically significant between the two groups. Conclusion Treatment with S/V was able to reduce the exercise blood pressure in patients with AMI during hospitalization, but did not significantly improve the VO2 peak, VE/VCO2 slope, or exercise tolerance.

Alat Penilaian Hasil Belajar Siswa Sekolah Dasar Berdasarkan Kurikulum 2013 di SDN Gandasari 1

This study aims "To describe the Learning Outcomes Assessment Tool for Elementary School Students Based on the 2013 Curriculum". The approach used in this research is a qualitative approach. With the intention of this qualitative research is a research process that produces descriptive data. The type of research used is an Elementary School Student Learning Outcome Assessment Tool Based on the 2013 Curriculum. In general, the learning outcomes assessment tool is divided into two criteria, namely test-based assessment and non-test assessment. Tests are generally used to assess and measure student learning outcomes, especially cognitive learning outcomes with regard to mastery of teaching materials in accordance with educational and teaching objectives. researcher questions. with interview techniques. Based on interviews conducted at the Gandasari 1 State Elementary School, it can be concluded that the assessment is knowledge or cognitive in nature if in K13 it is divided into three domains, namely the domain of attitudes, the realm of knowledge, and the realm of skills. The sources can be from daily tests, mid-semester tests, and end-of-semester tests. So the three were combined and then accumulated continuously in the amount divided into the report card value.

Teaching EFL Writing:

Writing in English has become a challenging task for EFL learners in Bangladesh with the written test-based assessment system and growing importance of speaking skills as part of globalization. So the need for writing skill development remains the same despite the difference in curriculum and mode of communication (native or non-native language) of educational institutions. This study discovered the similarities and differences in the teaching methods of English writing at the secondary level of English medium and Bengali medium schools in Bangladesh. Students and teachers of twelve schools in Dhaka participated in the survey. Data was collected using a questionnaire, interviews, and focus group discussions. Findings show how most of the teachers and students in every medium focused on accuracy of structure and content development rather than the process of writing. Finally, this study suggests some common teaching strategies for improving the writing skills of EFL learners, irrespective of mediums.

Legal Capacity in patients with post-stroke-aphasia

Aphasia is a frequent cognitive disorder after stroke. Despite a high prevalence, there is comparatively little medical literature or high court jurisdiction concerning the question if aphasia impairs patients in their legal capacity.Imaging studies allow a detailed understanding of the underlying pathology of aphasia, the resulting clinical pictures and potential mechanisms of recovery. Based on functional-anatomical models of language and associated concepts of inner speech, the impact of language disorders on legal capacity is evaluated. A phase model for the assessment of patients with aphasia is proposed, accounting for different stages of potential recovery after stroke.In practice, evaluation of the prerequisites for legal capacity or incapacity in patients with aphasia requires an interdisciplinary cooperation between neurologists, psychiatrists and speech language therapists. In cases of ex-post assessment, the evaluation of legal incapacity at a specific date, however, relies on a detailed documentation of the patient's language impairment and its recovery. To overcome the current limitations standardized and test-based assessment of neuropsychiatric and language capacities after acute hospital treatment and rehabilitation treatment is desirable.

How to assess information and communication technology knowledge and skills of the students

Abstract Assessment of ICT knowledge and skills is as important as gaining these knowledge and skills. There are two commonly used assessment types as (multiple-choice) Test Based Assessment (TBA) and Practice Based Assessment (PBA) and the question that which one is better still remains controversial. In this research, the focus of the study was examining these factors in relationship with the academic achievement of the students. More specifically, impact of assessing the students with TBA and PBA types on the students' academic achievement scores based on the aforementioned factors was examined. For this purpose, two study groups consisting of 243 students who were assessed with TBA and PBA in a course titled as Computing I were included in the present research. The results showed that there is a significant difference in academic achievement scores of the students and that the students who took TBA are more successful. According to the results, students are more comfortable and more confident with TBA whereas students taking PBA believe that PBA is better to measure ICT knowledge and skills. Therefore, it could be concluded that these two different assessment types are complementary once students' positive opinions, expectations and feelings are pedagogically secured. Keywords: Assessment, ICT, practice-based assessment, multiple choice tests.

Teaching Educators Habits of Mind for Using Data Wisely

BackgroundInstitutions of higher education, specifically schools of education, should play a pivotal role in supporting educators’ development of data literacy for teaching. While novice teachers are often prepared to use test-based assessment data, they learn these experiences in isolated courses that do not connect to instruction or school improvement. Moreover, once these novice teachers begin working in schools, they are increasingly expected to work with colleagues to apply data literacy skills, yet few preparation programs provide sustained support with using data collaboratively for whole-school improvement.PurposeThis essay describes the habits of mind, or ways of thinking and being, that underlie data literacy courses offered by the Data Wise Project at the Harvard Graduate School of Education. The habits include: shared commitment to action, assessment, and adjustment; intentional collaboration; and relentless focus on evidence. Adding an emphasis on habits of mind expands building data literacy beyond accumulating discrete knowledge and skills or learning a process that becomes routine.Research DesignThe authors provide suggestions for instructional design than can be incorporated both in degree-program courses and in ongoing professional development. These suggestions provide opportunities for participants to actively cultivate the three habits of mind.ConclusionsIn order to support all educators while learning data literacy for teaching, there is a need to bridge the resources of an institution of higher education with the instructional capacity of professional development providers and the authentic experiences of school-based practitioners.

Teaching novice programmers using ProgTest

Programming foundations is not an easy subject to be taught, mainly because of the abstract concepts that need to be mastered. On the other hand, experiences have suggested that the early mastering of testing concepts can contribute to enhance the students' skills of comprehension and analysis of programs. Aiming at addressing the integrated teaching of programming and testing practices, automatic test-based assessment systems have been developed and adopted in programming courses. In this paper we discuss the use of ProgTest - a test-based assessment tool which provides an immediate feedback to students regarding the quality of the programs developed and the test cases designed. ProgTest was applied to a group of undergraduate students of an introductory programming course. In short, the outcomes suggest that the constant and concrete feedback provided by the tool was useful for helping students to improve their assignments, both in terms of programming and testing.

A comparison of teacher and test-based assessment for Spanish primary and secondary students

Background: Education systems rely on both teacher and test-based assessments. Where these assessments are used for summative purposes particularly, it is important to understand why, and for which groups of students, teachers’ assessments may produce different results from test-based assessments. Purpose: This paper assesses whether the difference between teacher and test-based summative assessment at age 11 and 15 – as a measure of bias or uncertainty in assessment – is linked systematically to observable pupil characteristics. We also consider the important question of whether these measures of uncertainty and bias in assessment have any relationship with pupils’ subsequent educational choices at age 16. Sample: To the best of our knowledge, this is the first paper focused on the Spanish educational system that has compared teacher and test-based assessments for school-age children. The sample consists of 3000 primary and secondary students. Design and methods: This research is conducted using regression analysis on quantitative data, comparing teacher and test-based assessments conducted during the academic year 2009/10. Results: The gap between test scores and teacher assessments is particularly large for female students in mathematics, who obtain significantly higher teacher assessments compared with their test scores. Students from semi-private schools (concertadas), who are more likely to be socially advantaged, gain higher test scores in relation to their teachers’ assessments. This is particularly noticeable in reading. Conclusions: This finding is consistent with the notion that teachers overestimate the achievement of girls in mathematics, relative to their test scores. Teachers tend to assess pupils in a relative way and hence teachers in semi-private schools (with higher achieving pupils) underestimate the achievement of their pupils.

Obama’s Education Plan

Policy makers’ attempts to improve low-achieving schools through reform measures are not new to the 21st century. Research asserts that this policy churn has done little, if anything, to change student achievement levels. Based on the research, I assert that policy reforms such as teacher evaluations and test-based assessment, and school improvement cannot occur without an integration of organizational components. Furthermore, through a theory of action analysis of the School Improvement Grant (SIG) program, I suggest that the link between what we know about school improvement and what is put forth in policy is tenuous at best. Continuing to pass reform simply for political reasons is not a viable option if our schools are to produce sustainable, positive change in student outcomes.

A test-based method for the assessment of pre-crash warning and braking systems

In this paper, a test-based assessment method for pre-crash warning and braking systems is presented where the effectiveness of a system is measured by its ability to reduce the number of injuries of a given type or severity in car-to-car rear-end collisions. Injuries with whiplash symptoms lasting longer than 1 month and MAIS2+ injuries in both vehicles involved in the crash are considered in the assessment. The injury reduction resulting from the impact speed reduction due to a pre-crash system is estimated using a method which has its roots in the dose–response model. Human–machine interaction is also taken into account in the assessment. The results reflect the self-protection as well as the partner-protection performance of a pre-crash system in the striking vehicle in rear-end collisions and enable a comparison between two or more systems. It is also shown how the method may be used to assess the importance of warning as part of a pre-crash system.

QuesTInSitu: From tests to routes for assessment in situ activities

Test-based assessment tools are mostly focused on the use of computers. However, advanced Information and Communication Technologies, such as handheld devices, opens up the possibilities of creating new assessment scenarios, increasing the teachers' choices to design more appropriate tests for their subject areas. In this paper we use the term Computing-Based Testing (CBT) instead of Computer-Based Testing, as it captures better the emerging trends. Within the CBT context, the paper is centered on proposing an approach for ''Assessment in situ'' activities, where questions have to be answered in front of a real space/location (situ). In particular, we present the QuesTInSitu software implementation that includes both an editor and a player based on the IMS Question and Test Interoperability specification and GoogleMaps. With QuesTInSitu teachers can create geolocated questions and tests (routes), and students can answer the tests using mobile devices with GPS when following a route. Three illustrating scenarios and the results from the implementation of one of them in a real educational situation show that QuesTInSitu enables the creation of innovative, enriched and context-aware assessment activities. The results also indicate that the use of mobile devices and location-based systems in assessment activities facilitates students to put explorative and spatial skills into practice and fosters their motivation, reflection and personal observation.

Arsenic stability in arsenopyrite-rich cemented paste backfills: A leaching test-based assessment

Arsenic (As) is a toxicant in tailings from sulphur deposits. It represents an environmental risk because of its high solubility. Tailings can be mixed with water (typically 25%) and a low proportion of hydraulic binder (3–7%) to produce a cemented paste backfill (CPB), stored in underground mine openings. CPB is a tailings storage technique, but it could also provide environmental advantages by stabilization of polluting elements such as As. Tailings from Casa Berardi mine (QC, Canada) contain As (3800 ppm), mainly in arsenopyrite form. For this study, three different CPBs were synthesized in laboratory using Casa Berardi tailings and three different binders. These pastes were submitted to various leaching tests after 28 days of curing. The results indicate that As is released at higher concentration for a fly ash-based CPB than for slag- and Portland cement-based CPB. However, at lower pH, As is better stabilized in fly ash-based samples. These differences can be explained by a variation of solubility of As-compounds in each CPB. Several mechanisms of As release occur, as diffusion and/or dissolution/precipitation. The accelerated weathering test results show that sulphide reactivity is buffered by the neutralizing minerals contained in CPB, and influence the As release behaviour by decreasing the oxidation of As-bearing sulphides.