Test Scores Research Articles

Working Memory Deficits in School-Age Children With Cochlear Implants Are Primarily Explained by Deficits in the Processing of Auditory and Lexical Information.

Prelingual deaf children with cochlear implants show lower digit span test scores compared to normal-hearing peers, suggesting a working memory impairment. To pinpoint more precisely the subprocesses responsible for this impairment, we designed a sequence reproduction task with varying length (two to six stimuli), modality (auditory or visual), and compressibility (sequences with more or less regular patterns). Results on 22 school-age children with cochlear implants and 21 normal-hearing children revealed a deficit of children with cochlear implants only in the auditory modality. We observed no deficit in the visual modality and no deficit in the ability to detect and use regular patterns to improve memorization. These results suggest that the working memory deficit of children with cochlear implants is explained by an impairment in the processing, encoding, and/or storage of the auditory and lexical information, as opposed to a global storage deficit or an inability to use compressibility strategies to improve memorization. https://doi.org/10.23641/asha.28216088.

Prospective multi-centre analysis of rural trauma team development training for medical trainees and traffic law enforcement professionals in Uganda: an interrupted time series study

BackgroundResearch shows that trauma team formation could potentially improve effectiveness of injury care in rural settings. The aim of this study was to determine the feasibility of rural trauma team training amongst medical trainees and traffic law enforcement professionals in Uganda.MethodsProspective multi-centre interrupted time series analysis of an interventional training based on the 4th edition of rural trauma team development course of the American College of Surgeons. Trauma related multiple choice questions (MCQs), and trauma non-technical skills were assessed pre-and post-training between September 2019- August 2023. Acceptability of the training for promulgation to other rural regions and its relevance to participants’ work needs were evaluated on 5- and 3-point Likert scales respectively. The median MCQ scores (IQR) were compared before and after training at 95% CI, regarding p < 0.05 as statistically significant. Triangulation with open-ended questions was obtained. Time series regression models were applied to test for autocorrelation in performance using Stata 15.0. Ethical approval was obtained from Uganda National Council for Science and Technology (Ref: SS 5082).ResultsA total of 500 participants including: 66 (13.2%) traffic police officers, 30 (6.0%) intern doctors, 140 (28.0%) fifth year and 264 (52.8%) third-year medical students were trained. Among the 434 medical trainees who completed the trauma-based MCQ assessment, the median pre- and post-test scores were 60%, IQR (50–65) and 80%, IQR (70–85) respectively. Overall, the mean difference between pre- and post-test scores was statistically significant (z = 16.7%, P|z|=<0.0001). Most participants strongly agreed to promulgate 389 (77.8%), relevance to their educational 405 (81.0%), and work needs 399 (79.8%). Each of the course components was rated above 76.0% as being very relevant. There was an overall increment in median (IQR) trauma-nontechnical skills team performance scores from 12 (9-14) to 17 (15-20) after the training (p < 0.001), with police teams advancing from 9.5 (6.0-12.5) to 19.5 (17.0-21.5) (p < 0.001).ConclusionThis study demonstrates that rural trauma team development training had a positive effect on the test scores of course participants. The training is feasible, highly acceptable and regarded as relevant amongst medical trainees and traffic law enforcement professionals who provide first-aid to trauma patients in resource-limited settings. The findings could inform the design of future trauma teams in rural communities.Trial registrationRetrospective registration (UIN: researchregistry9450).

How can we more efficiently train new users of echocardiography?

Abstract Background/Introduction Improving uptake and accessibility of echocardiography necessitates more efficient training. Current training programmes are focused around expert mentorship, clinical practicals, and lectures. All of these are resource-intensive, and difficult to scale. Research into the way humans learn has consistently found that techniques such as spaced testing and interleaving of subjects, deliver superior retention - even of complex topics. These can be most easily and cost-effectively delivered online. Purpose To test how quickly students learn using an online platform, utilising contemporary teaching methods, made freely available to individuals within the NHS. Methods We designed our platform to facilitate interactive questioning of medical images, and performing interpretive and measurement tasks within echocardiography (Picture 1). We piloted it in two phases. In phase one, to establish the acquisition of knowledge and skills without our platform, we recruited non-cardiology trainee doctors with daily access to a handheld cardiac ultrasound device, but without formal teaching. They received 5 consecutive 21-question quizzes, delivered by email and text at weekly intervals. Each quiz was balanced to include knowledge questions, such as anatomy identification; and interpretive questions, including grading ventricular function, chamber size, and valve disease severity. No feedback was provided. To provide a benchmark, 3 experts undertook the same quizzes. In phase two, we opened up to anyone interested in learning echocardiography. In addition to the optimised quizzes, these participants received daily 21-question training modules. Results 7 participants enrolled in phase one. They showed no improvement in test performance across the 5 weeks (+2% per week, 95% CI -2% to 6%, p=0.33). Questions which proved to be properly constructed (scores of 100% for experts) yet "too easy" (scores of 90% or higher for learners) were eliminated, and not used for the testing phase. 12 participants enrolled in phase two. All worked through the modules at their own pace (of those who did all 19 quizzes, time taken ranged from 6.6 to 15.6 weeks; median 14.3 weeks). Participants showed significant improvement over time (+11% per week, 95% CI, p&amp;lt;0.001). Those who took the quizzes later into any training programmes they were undertaking in parallel did not outperform those who took them earlier (p=0.89). For LV function, participants showed little improvement over time (+9% per week, 95% CI -13% to +51%, p=0.23); but after undertaking a 5-quiz module on LV function, test scores increased 36% (95% CI 0% to 74%, p=0.05) from the previous week. Conclusions Our findings suggest that key skills in echocardiography can be efficiently learnt outside of the lecture theatre or clinical environment. Furthermore, precious time spent in the echo lab or on clinical placement might be more efficiently utilised by completing our online modules ahead of time.

Association of digital eye strain with central corneal thickness: a cross-sectional observational pilot study.

This study aimed to evaluate whether the digital eye strain (DES) was associated with the low central corneal thickness (CCT). This observational cross-sectional pilot study was conducted from April 2023 to October 2023 at a tertiary eye care centre in North India, where CCT values were compared between subjects with DES and those without DES. Two hundred and eighty subjects (n = 280) aged 15-40years with clear corneas and lenses were initially included in this study. Those with corneal opacity, corneal degeneration, pregnancy, and diabetes were excluded. These subjects were then assessed with a 'computer vision syndrome questionnaire (CVS-Q)' test. Participants having a score ≥ 6 were grouped as the "DES group" and participants having a score < 6 were grouped as the "Control group". The participants from each group were then examined with Spectral Domain Ocular Coherence Tomography (SD-OCT) to measure CCT. The primary outcome was to evaluate the comparative difference in CCT values between the two groups as well as the association of DES with CCT values. The study included one hundred and forty (n = 140) subjects each in the DES group and the control group. The DES score assessed with the CVS-Q questionnaire ranged from 6 to 32 in the DES group, with a mean ± SD of 17.08 ± 7.01. The overall mean CCT was 507.31 ± 31.01 (median, 512 microns; range, 450-601 microns). There was a significant difference in the mean CCT between the two groups, with lower mean CCT values in the DES group (487.76 ± 23.61 microns) than the control group (526.87 ± 24.53 microns) (p < 0.0001). The CVS-Q test score had moderate inverse correlation in the DES group (Pearson's r = - 0.42, p < 0.01) and negligible correlation (Pearson's r = - 0.14, p = 0.12) in the control group with CCT. Central corneal thickness was observed to be reduced among the subjects with digital eye strain (DES).

Are medical school preclinical tests biased for sex and race? A differential item functioning analysis

BackgroundA common practice in assessment development, fundamental for fairness and consequently the validity of test score interpretations and uses, is to ascertain whether test items function equally across test-taker groups. Accordingly, we conducted differential item functioning (DIF) analysis, a psychometric procedure for detecting potential item bias, for three preclinical medical school foundational courses based on students’ sex and race.MethodsThe sample included 520, 519, and 344 medical students for anatomy, histology, and physiology, respectively, collected from 2018 to 2020. To conduct DIF analysis, we used the Wald test based on the two-parameter logistic model as utilized in the IRTPRO software.ResultsThe three assessments had as many as one-fifth of the items that functioned statistically differentially across one or more of the variables sex and race: 10 out of 49 items (20%), six out of 40 items (15%), 5 out of 45 items (11%) showed statistically significant DIF for Anatomy, Histology, and Physiology courses, respectively. Measurement specialists and subject matter experts independently reviewed the items to identify construct-irrelevant factors as potential sources for DIF as demonstrated in Appendix A. Most identified items were generally poorly written or had unclear images.ConclusionsThe validity of score-based inferences, particularly for group comparisons, requires test items to function equally across test-taker groups. In the present study, we found DIF of some items for sex and race in three content areas. The present approach should be utilized in other medical schools to address the generalizability of the present findings. Item level DIF should also be routinely conducted as part of psychometric analyses for basic sciences courses and other assessments.Clinical trial numberNot applicable.

Developing and evaluating a training programme in legal psychology for Finnish asylum officials

ABSTRACT Recent research has questioned the accuracy of asylum decisions, as asylum officials only partly follow evidence-based interviewing methods and hold assumptions regarding human memory and behavior that are not supported by psychological science. To correctly and effectively adjudicate asylum claims, asylum officials need more training in evidence-based interviewing and decision-making methods. We developed a novel 75-hour-long hybrid training programme in legal psychology for asylum officials and evaluated its effectiveness in a quasi-experimental pretest-posttest study with a waitlist control group. We measured the participants’ knowledge about relevant legal psychology topics such as memory and interviewing, and their ability to identify, evaluate, and produce appropriate interview questions in an online test. The training had a large positive immediate effect (d = 1.67) on the test scores and the improvements remained after a follow-up period of 5 months. The results indicate clear support for the utility of the novel training programme. Future studies should assess the transfer of the acquired knowledge to actual asylum adjudications.

3D-QSAR, design, molecular docking and dynamics simulation studies of novel 6-hydroxybenzothiazole-2-carboxamides as potentially potent and selective monoamine oxidase B inhibitors

Background6-hydroxybenzothiazole-2-carboxamide is a novel, potent and specific inhibitor of monoamine oxidase B (MAO-B), which can be used to study the molecular structure and develop new neuroprotective strategies.ObjectiveThe aim of this study was to create an effective predictive model from 6-hydroxybenzothiazole-2-carboxamide derivatives to provide a reliable predictive basis for the development of neuroprotective MAO-B inhibitors for the treatment of neurodegenerative diseases.MethodsFirst, the compounds were constructed and optimized using ChemDraw and Sybyl-X software. Subsequently, QSAR modeling was performed using the COMSIA method in Sybyl-X to predict the IC50 values of a set of novel 6-hydroxybenzothiazole-2-carboxamide derivatives. The ten most promising compounds were screened based on the IC50 values and tested for molecular docking. Finally, the binding stability and dynamic behavior of these compounds with MAO-B receptors were analyzed by molecular dynamics simulation (MD).ResultsThe 3D-QSAR model showed good predictive ability, with a q2 value of 0.569, r2 value of 0.915, SEE of 0.109 and F value of 52.714 for the COMSIA model. Based on the model, we designed a series of novel 6-HBC derivatives and predicted their IC50 values by the QSAR model. Among them, compound 31.j3 exhibited the highest predicted IC50 value and obtained the highest score in the molecular docking test. MD simulation results showed that compound 31.j3 was stable in binding to the MAO-B receptor, and the RMSD values fluctuated between 1.0 and 2.0 Å, indicating its conformational stability. In addition, energy decomposition analysis revealed the contribution of key amino acid residues to the binding energy, especially Van der Waals interactions and electrostatic interactions play an important role in stabilizing the complex.ConclusionIn this study, the potential of 6-hydroxybenzothiazole-2-carboxamide derivatives as MAO-B inhibitors was systematically investigated by 3D-QSAR, molecular docking and MD simulations. The successfully designed compound 31.j3 not only demonstrated efficient inhibitory activity, but also verified its stable binding to MAO-B receptor by MD simulation, which provides strong support for the development of novel therapeutic drugs for neurodegenerative diseases. These findings provide important theoretical basis and practical guidance for future drug design and experimental validation.

Efficacy of an Autologous Dermal Fibroblast Injection in Reducing the Retear Rate After Arthroscopic Rotator Cuff Repair: A Prospective Randomized Controlled Trial.

Interest in biological augmentation for improving bone-tendon interface (BTI) healing after arthroscopic rotator cuff repair (ARCR) is growing. Dermal fibroblasts, known for collagen synthesis similar to tenocytes, have shown effectiveness in BTI healing in chronic rotator cuff tear (RCT) models in rabbits. However, no human clinical trials have been conducted. To evaluate the clinical efficacy of autologous dermal fibroblasts (ADFs) for BTI healing after ARCR in patients with full-thickness RCTs >2 cm. Randomized controlled trial; Level of evidence, 2. A total of 86 patients were prospectively enrolled and randomized into 2 groups: an additional ADF injection between the bone and tendon during ARCR (ADF group) or ARCR alone (control group). A skin biopsy from the buttock was performed to obtain ADFs, which were cultured for approximately 4 weeks before surgery. ARCR was standardized to the double-row suture bridge technique to reduce the heterogeneity in different repair methods. The primary variable for evaluating ADF efficacy was the retear rate using magnetic resonance imaging at 6 months postoperatively. Secondary variables included range of motion, the American Shoulder and Elbow Surgeons score, the Constant score, and the Simple Shoulder Test score at baseline and at 6 and 12 months postoperatively. Overall, 13 patients dropped out because of a subscapularis tendon tear, loss to follow-up, or the withdrawal of consent (7 in the ADF group and 6 in the control group). The retear rate was significantly lower in the ADF group (5.6% [2/36]) than in the control group (24.3% [9/37]) (P = .025). The American Shoulder and Elbow Surgeons, Constant, and Simple Shoulder Test scores showed significant improvement after surgery in both groups (all P values <.001). Functional scores and range of motion did not significantly differ between the 2 groups at 6 and 12 months (all P values >.05). ADF application into the BTI during ARCR significantly decreased the retear rate in patients with full-thickness RCTs >2 cm. Therefore, an ADF injection could be a promising biological supplement to enhance BTI healing in these patients. However, clinical outcomes showed no significant difference between the 2 groups at 6 months and 1 year postoperatively.

Relationship Between Attitude Towards Mathematics and Academic Achievement of Eleventh-Class Students

This study explores gender-based differences and the relationship between attitudes toward mathematics and academic achievement among eleventh-grade students. Mathematics plays a pivotal role in intellectual development and societal progress, yet students' attitudes toward the subject often influence their academic outcomes. This research examines the correlation between attitudes and performance, alongside potential gender-based impacts. The study involved 100 eleventh-grade students from D.A.V. Inter College in Unn Shamli, Uttar Pradesh, selected using a mixed random sampling method. Data were collected using the Attitude Towards Mathematics Scale (ATMS) and academic performance records. The ATMS assessed dimensions such as confidence, enjoyment, fear, and perceived utility, while academic achievement was measured through standardized test scores and cumulative performance. Results showed a significant positive correlation (r = 0.273, p = 0.006) between attitudes toward mathematics and academic achievement. Students with extremely favorable attitudes (67% of participants) achieved higher academic performance, with 46% scoring between 71–80 marks and 21% achieving 81–90 marks. Conversely, students with less favorable attitudes demonstrated lower academic success. Gender differences, however, were not statistically significant in either attitudes (p = 0.230) or achievement (p = 0.445). Boys, comprising 64% of the sample, exhibited slightly higher confidence levels, but overall attitudes and academic outcomes were comparable across genders. The study highlights the centrality of positive attitudes in academic success, with the mean academic achievement score at 3.13 (SD = 0.747) on a 4-point scale and the mean attitude score at 1.59 (SD = 1.006), reflecting generally favorable perceptions. Most academic achievements were in the mid-range (61–80 marks), suggesting that while attitudes significantly influence performance, external factors such as teaching quality and resources also play crucial roles. This research underscores the importance of fostering positive attitudes toward mathematics to enhance achievement. Interventions aimed at building confidence and enjoyment, alongside addressing systemic barriers like inadequate resources and rigid curricula, are recommended. Future studies should adopt longitudinal designs and explore external influences such as parental support and societal standards to deepen understanding.

Is the FAB test associated with fall occurrence in older adults? A retrospective analysis of outpatient fall risk assessment.

We conducted a single-center, retrospective cohort study of French older adults. Participants with Mini-Mental State Examination (MMSE) ≥ 24 were recruited from a fall clinic in a geriatrics department. We recorded history of falls in the preceding 6months, as well as Timed Up and Go test and mobility assessment at baseline and at 6- and 12-month follow-up. We included 199 participants at baseline (mean age 83.1years; 70.3% of females), of which 50.8% (101) had abnormal FAB scores (indicating executive impairment). Participants with executive impairment were more likely to have a history of falls. 125 and 96 participants completed 6- and 12-month follow-up visits, respectively. There was no association between abnormal FAB score at baseline and any or serious falls. Abnormal baseline FAB score was only associated with repeated (≥ 2) falls at 6months, after adjusting for age, education, and polypharmacy (OR = 3.1 95% CI [1.0, 9.9]). Moreover, participants with abnormal FAB scores had significantly lower Timed Up and Go test scores. Abnormal FAB score was associated with repeated falls at 6months, but not with total incident falls during the follow-up period. Our results highlight the potential utility of FAB in fall risk assessment, particularly for repeated falls, but further studies are needed to clarify this association.

Jigsaw technique: Will it help Gen Z nursing students?

This research focuses on Generation Z (Gen Z) students, specifically those in nursing colleges. Gen Z individuals display unique characteristics in terms of thinking, personality, lifestyle, and learning preferences compared to preceding generations, necessitating adaptations in teaching methodologies within nursing schools. This study explores the effectiveness of the Jigsaw Technique (JST) in engaging first-year undergraduate nursing students in learning process. Four topics (modules): Cardiovascular system (Module 1), Respiratory system (Module 2), Endocrine system (Module 3) and Central nervous system (Module 4) were selected. Module 1 and 2 were taught by JST to Group I (Jigsaw group) and by conventional didactic lectures to Group II (Lecture group). The groups alternated teaching methods for the remaining modules. Scores in pre, post and retention tests were higher in Group I than in Group II. The results were statistically highly significant (p=0.000) for modules 1,2 and 4 and not significant (p=0.411) for module 3. Analysis of student feedback revealed that 63% of students liked JST. 71% responded that this is an interesting way of learning the topic, helped them in improving their communication skills and improved interaction with their peers. 77% found that JST helped them understand the topic easily. 69% want this technique should be used for teaching other physiological concepts and for other undergraduate subjects as well. The study concludes that using and integrating this student-centric teaching method into Gen Z nursing education holds promise for building a foundation of robust knowledge and developing essential personality skills crucial for future nursing professionals.

Mass Casualty Incident Training in Immersive Virtual Reality: Quasi-Experimental Evaluation of Multimethod Performance Indicators.

Immersive virtual reality (iVR) has emerged as a training method to prepare medical first responders (MFRs) for mass casualty incidents (MCIs) and disasters in a resource-efficient, flexible, and safe manner. However, systematic evaluations and validations of potential performance indicators for virtual MCI training are still lacking. This study aimed to investigate whether different performance indicators based on visual attention, triage performance, and information transmission can be effectively extended to MCI training in iVR by testing if they can discriminate between different levels of expertise. Furthermore, the study examined the extent to which such objective indicators correlate with subjective performance assessments. A total of 76 participants (mean age 25.54, SD 6.01 y; 45/76, 59% male) with different medical expertise (MFRs: paramedics and emergency physicians; non-MFRs: medical students, in-hospital nurses, and other physicians) participated in 5 virtual MCI scenarios of varying complexity in a randomized order. Tasks involved assessing the situation, triaging virtual patients, and transmitting relevant information to a control center. Performance indicators included eye-tracking-based visual attention, triage accuracy, triage speed, information transmission efficiency, and self-assessment of performance. Expertise was determined based on the occupational group (39/76, 51% MFRs vs 37/76, 49% non-MFRs) and a knowledge test with patient vignettes. Triage accuracy (d=0.48), triage speed (d=0.42), and information transmission efficiency (d=1.13) differentiated significantly between MFRs and non-MFRs. In addition, higher triage accuracy was significantly associated with higher triage knowledge test scores (Spearman ρ=0.40). Visual attention was not significantly associated with expertise. Furthermore, subjective performance was not correlated with any other performance indicator. iVR-based MCI scenarios proved to be a valuable tool for assessing the performance of MFRs. The results suggest that iVR could be integrated into current MCI training curricula to provide frequent, objective, and potentially (partly) automated performance assessments in a controlled environment. In particular, performance indicators, such as triage accuracy, triage speed, and information transmission efficiency, capture multiple aspects of performance and are recommended for integration. While the examined visual attention indicators did not function as valid performance indicators in this study, future research could further explore visual attention in MCI training and examine other indicators, such as holistic gaze patterns. Overall, the results underscore the importance of integrating objective indicators to enhance trainers' feedback and provide trainees with guidance on evaluating and reflecting on their own performance.

Human brain organoid research: An analysis of public attitudes and ethical concerns in Japan

Human brain organoids are three-dimensional neural structures derived from human pluripotent and tissue stem cells. They have become a focal point in scientific research due to their potential to elucidate brain functions, disease mechanisms, and therapeutic strategies. However, the ethical implications of this research have sparked significant debate, particularly concerning the potential for consciousness and effects of transplanting organoids into animals. Given the complexity and novelty of these issues, it is essential to gauge public opinion to ensure that the research aligns with societal values and ethical standards. To understand public perceptions of human brain organoid research, we conducted an online survey targeting Japanese individuals. The survey explored expectations, concerns, and agreements regarding this type of research. The results revealed high expectations for applied and clinical outcomes but significant ethical concerns, particularly regarding unanticipated risks and commercialization. Moreover, comprehension test scores were positively correlated with support for various research objectives, indicating that informed individuals may view this type of research favorably. These findings underscore the need for public engagement and informed discussions to foster responsible innovation in this emerging field.

Association between moderate-to-vigorous physical activity trajectories and academic achievement in Chinese primary school children: a 3-year longitudinal study

BackgroundPast cross-sectional studies have reported a positive association between moderate-to-vigorous physical activity (MVPA) and academic achievement in children and adolescents. Despite this, the influence of variations in MVPA over time on academic achievement remains yet to be definitively understood. Therefore, this study aims to track the patterns of MVPA and examine how they are associated with academic achievement over a three-year period among Chinese primary school students.MethodsThe longitudinal study examined the MVPA and academic achievement of a cohort of 202 primary school children over a three-year period. MVPA was assessed via accelerometers and analysed using Compositional Data Analysis (CoDA). Academic achievement was quantified using standardised test scores in reading, mathematics, and language. Group-Based Trajectory Models (GBTMs) were used to identify patterns of MVPA. Covariates such as demographics, sleep duration, and attitudes towards sports were adjusted in the Generalized Estimating Equations (GEEs) used to examine associations with academic achievement. All statistical analyses were conducted using R and SAS 9.4 software.ResultsThis study identified three distinct MVPA trajectories: Low (74.8%), Decline (13.2%), and High (12.0%). At baseline, the High MVPA group had better academic achievement with mean scores of 89.8 in reading, 94.5 in mathematics, and 94.7 in language, compared to the Low MVPA group with mean scores of 80.4, 83.0, and 84.9, respectively. After adjustment for confounders, GEE models showed significant associations between MVPA trajectories and improved academic achievement. Compared to the Low MVPA group, the Decline MVPA group exhibited significant score increases in reading (β = 4.11, 95% CI: 1–7.21) and mathematics (β = 2.79, 95% CI: 0.09–5.5). The High MVPA group exhibited significant score increases in reading (β = 11.3, 95% CI: 7.93–14.67), mathematics (β = 12.32, 95% CI: 9.61–15.02), and language (β = 11.53, 95% CI: 8.99–14.06). Additionally, notable gender differences in MVPA trajectories were observed, and a positive association was found between favorable sports attitudes and improved academic achievement.ConclusionsThis study reveals three distinct MVPA trajectories among Chinese primary school children and demonstrates that those with high MVPA trajectories showcase superior academic achievements, particularly in reading, mathematics, and language. This highlights the vital role of MVPA in supporting academic excellence.

The Impact of Implementing AI-Generated Audio Transcriptions on English Majors’ Cognitive Load

AI has become a daily personal tutoring system to address the needs of English majors, particularly those seeking a revolution in listening methods. Automatic AI-Generated Audio transcriptions (AIGATs) can improve learners' listening comprehension (Cao, Yamashita, &amp; Ishida, 2018); however, there are concerns that if AI transcriptions lack thoroughness, it may negatively affect learners' cognition. Within the confines of this study, we investigate how AIGATs engender a profound impact on 86 English majors’ cognitive load (CogL) and their perspectives towards the applications of AIGATs. The participants were divided into two groups: one was exposed to the listening practice sessions with AIGATs, and the rest with their own transcriptions (PTs). Data is collected through CogL scales on AIGATs and PTs groups, respectively. A semi-structured interview was conducted to examine the AIGATs group’s perspectives. The findings revealed statistically significant differences in the two groups’ CogL test scores. Using AIGATs helps students lower their CogL test scores and enhance their cognitive abilities in handling task complexity. This research provides valuable insights for integrating AI into language education, helping educators create more efficient language instruction methods for English learners in the digital age.

Comparing Proctored and Unproctored Cognitive Ability Testing in High‐Stakes Personnel Selection

ABSTRACTNew advances in computerized adaptive testing (CAT) have increased the feasibility of high‐stakes unproctored testing of general mental ability (GMA) in personnel selection contexts. This study presents the results from a within‐subject investigation of the convergent validity of unproctored tests. Three batteries of cognitive ability tests were administered during personnel selection in the Norwegian Armed Forces. A total of 537 candidates completed two sets of proctored fixed‐length GMA tests before and during the selection process. In addition, an at‐home unproctored CAT battery of tests was administered before the selection process began. Differences and similarities between the convergent validity of the tests were evaluated. The convergent validity coefficients did not significantly differ between proctored and unproctored batteries, both on observed GMA scores and the latent factor level. The distribution and standardized residuals of test scores comparing proctored‐proctored and proctored‐unproctored were overall quite similar and showed no evidence of score inflation or deflation in the unproctored tests. The similarities between proctored and unproctored results also extended to the moderately searchable words similarity test. Although some unlikely individual cases were observed, the overall results suggest that the unproctored tests maintained their convergent validity.

Test score validity periods for high-stakes language tests: Applications in higher education and medical sectors

Several high-stakes English proficiency tests including but not limited to IELTS, PTE Academic, and TOEFL iBT recommend a 2-year time limit on validity for score usage. Although this timeframe provides a useful rule-of-thumb for the recency of testing, it can have far-reaching consequences. In response to stakeholder queries around IELTS validity period recommendations, researchers from the British Council and Cambridge University Press &amp; Assessment reviewed current practice and collated evidence around how this recommendation is applied and understood by test score users. Accordingly, this report systematically compares policies in five countries and two sectors (higher education and medical regulators). An analysis of policy documentation was conducted for 90 universities and 18 regulators, alongside in-depth interviews ( n = 9) with UK stakeholders. Findings indicate the 2-year recommendation is overwhelmingly the norm. Interviewees saw value in the current approach, although they were often not aware that this period is recommended rather than a rule. The intention of this paper is neither to support nor to refute the 2-year recommendation but to inform decision-making and communication from test providers. A call is made for further research focusing on two key areas: the relevance and application of validity periods among practitioners, plus increased empirical insights upon which such recommended timeframes can be more robustly grounded.

Test Takers’ Attitudes Toward Varieties of Accents in Listening Tasks of the Duolingo English Test (2021 test version)

ABSTRACT There has been much debate in assessment research about the inclusion of Global English accents in high-stakes listening tests. This study explored test-takers’ attitudes toward the inclusion of different English accents in the Duolingo English Test (DET) 2021 test version and their associations with listening test scores. One hundred sixty English learners from four language backgrounds (Chinese, Korean, Hindi, and Latin American Spanish) completed yes/no vocabulary and dictation tasks that simulated the listening sections of the DET. The tasks included speech produced by English speakers of the same language background as the listeners, as well as American and British English. Learners completed a survey that elicited their attitudes toward non-standard English accents in proficiency tests. Exploratory factor analysis of survey responses revealed two contrasting trends in learners’ attitudes. Constructed responses suggested that while listeners generally preferred prestigious English models (e.g. American English or British English), they also expressed a need for incorporating other accent varieties. The relationships between listeners’ attitudes and their performance on the test were minimal (r < .26). The findings hint at a deeper understanding of test takers’ needs regarding accent varieties in listening tests. The study offers implications for the development of high-stakes English listening tests in global contexts.

Comprehensive neuropsychological assessment and predictors of cognitive functioning at six months after COVID-19 in patients treated in the ICU, regular hospital ward, or isolated at home

Cognitive impairment in patients with COVID-19 has been reported, but findings are inconsistent. This study assessed cognitive functioning 6 months post-infection across three COVID-19 severity groups compared to non-COVID controls. Seventy-two ICU-treated, 49 ward-treated, and 44 home-isolated patients with COVID-19, along with 48 controls, underwent neuropsychological evaluation and assessment of subjective cognitive symptoms, depressive symptoms, and fatigue. Cognitive test scores were compared using ANCOVA. Associations between cognitive functioning and variables including demographics, illness severity, comorbidities, depressive symptoms, fatigue, and ICU-related factors were examined with hierarchical linear regression models. Results showed no significant differences in cognitive test performance of impairment frequencies between COVID-19 groups and controls. However, patients with COVID-19 reported higher levels of subjective cognitive symptoms, depressive symptoms, and fatigue compared to controls. Predictors of cognitive functioning included age, education, and, to a lesser extent, comorbidities. COVID-19 severity, depression, fatigue, or ICU-related variables did not significantly impact performance. These findings suggest that while individual cognitive impairments may exist, overall cognitive functioning in patients with COVID-19 was comparable to controls.

Teacher Bias and Evaluation Differences in Test Scores: Different Methods for Different Questions

ABSTRACTWe study differences in teacher evaluations of student performance relative to those measured by test scores. While much literature is concerned with estimating various types of teacher biases, we show conceptually that there is no single ‘teacher bias’ effect. Even if teachers have no group bias, teacher evaluation differences by group masystematically deviate from test score differences if the distribution of test scores differs across groups. Commonly used approaches are not equivalent and can lead to different conclusions as they target different estimands. We demonstrate our findings using Monte Carlo simulations and, using two recent UK cohort surveys, we show that these conceptual issues matter in practice when we evaluate whether teachers are likely to over‐estimate female performance in English. Finally, we use the methods to examine an issue of substantive importance, gender differences in teacher perceptions in comparative advantage in English relative to mathematics. Our findings suggest that it is unlikely that teacher misperceptions of comparative advantage by gender are an important cause of the gender gap in STEM.