Type Of Exam Research Articles

Automated breast density assessment for full-field digital mammography and digital breast tomosynthesis.

Mammographic density is a strong risk factor for breast cancer (BC) and is reported clinically as part of Breast Imaging Reporting and Data System (BI-RADS) results issued by radiologists. Automated assessment of density is needed that can be used for both full-field digital mammography (FFDM) and digital breast tomosynthesis (DBT) as both types of exams are acquired in standard clinical practice. We trained a deep learning model to automate the estimation of BI-RADS density from a prospective Washington University (WashU) clinic-based cohort of 9,714 women, entering into the cohort in 2013 with follow-up through, October 31, 2020. The cohort included 27% non-Hispanic Black women. The trained algorithm was assessed in an external validation cohort that included 18,360 women screened at Emory from January 1, 2013 and followed through December 31, 2020 that included 42% non-Hispanic Black women. Our model-estimated BI-RADS density demonstrated substantial agreement with the density as assessed by radiologist. In the external validation, the agreement with radiologists for category B 81% and C 77% for FFDM and B 83% and C 74% for DBT show important distinction for separation of women with dense breast. We obtained a Cohen's κ of 0.72 (95% CI, 0.71, 0.73) in FFDM and 0.71 (95% CI 0.69, 0.73) in DBT. We provided a consistent and fully automated BI-RADS estimation for both FFDM and DBT using a deep learning model. The software can be easily implemented anywhere for clinical use and risk prediction.

The Impact of Generative Artificial Intelligence on Education: A Comparative Study

Generative Artificial Intelligence (GAI), also known as creative AI, is a technology capable of independently producing original and creative content, such as text, images, videos, music, or code. It uses machine learning algorithms to analyze and learn from a vast amount of data to generate similar or even innovative content. This type of AI is used in several fields, such as health for the production of new drugs, design to generate adaptive designs, video games to create immersive environments, and artificial intelligence to generate training data for new networks. Seizing the opportunities offered by AI innovations in education is crucial. We cannot afford to let time pass without doing anything and without benefiting from this technique. It is time to enhance traditional learning methods and adopt more innovative approaches that take advantage of the potential of AI, like content and exam generation, and also improve students' learning experience by exploiting their closeness to the technology. This paper aims to answer the question of when and how to use artificial intelligence responsibly, considering it as a technology and limiting its excessive use. Additionally, we present the impact of GAI through a comparative study of student performance in three exam types: a classical MCQ exam written by the teacher, an adaptive MCQ exam generated by GAI from a topic, and a third MCQ exam generated by GAI based on the content of the provided documents. This study is conducted on students undergoing a software testing training program. By evaluating their performance in the AI-generated adaptive MCQ exams and the traditional MCQ exam, we can gain insights into the potential of this technology to enhance educational practices and provide personalized learning experiences. This research will contribute to the ongoing discussion on responsible and effective utilization of GAI in education, paving the way for future advancements in the field.

Perinatal outcomes based on number of digital exams in patients with PPROM.

ACOG recommends speculum exams, rather than digital exams, for evaluation of the cervix after preterm prelabor rupture of membranes (PPROM). However, in clinical practice, digital exams may be necessary. We examined whether increasing numbers of digital exams were associated with adverse outcomes in PPROM. This was a single center retrospective cohort study of patients admitted between 2019 and 2021 with PPROM at 24-34 weeks gestation. The primary outcome was intraamniotic infection and inflammation (triple I), compared between patients who had <1 or >2 digital exams during expectant management of PPROM. Secondary outcomes included latency, antepartum events, and other maternal and neonatal morbidities. Groups were compared using univariate analysis and Cox proportional hazards model to account for time between admission and delivery and potential confounders. Of 125 patients included in the analysis, 46 (36.8%) had < 1 and 79 (63.2%) had  2 digital exams. There was no significant difference in triple I between groups (adjusted hazard ratio [aHR] 1.03, 95% confidence interval (CI) 0.47, 2.26). There were no significant differences in composite maternal or neonatal morbidities or latency from admission to delivery between groups (8 days (interquartile range (IQR) 3, 14) vs. 6 days (IQR 3, 12)). There was a higher rate of spontaneous labor as the indication for delivery in the group with 2 exams (aHR 2.07, 95% CI 1.04, 4.11). In this retrospective cohort study, ≥2 digital exams during expectant management of PPROM was not associated with change in infectious morbidity or pregnancy latency. There was an increase in spontaneous labor in the group with more exams; this may be due to confounding by indication, as patients who are in prodromal labor are more likely to receive digital exams. These results suggest equipoise in exam type in the management of PPROM.

Space Radiology: Emerging Nonsonographic Medical Imaging Techniques and the Potential Applications for Human Spaceflight.

Space medicine is a multidisciplinary field that requires the integration of medical imaging techniques and expertise in diagnosing and treating a wide range of acute and chronic conditions to maintain astronaut health. Medical imaging within this domain has been viewed historically through the lens of inflight point-of-care ultrasound and predominantly research uses of cross-sectional imaging before and after flight. However, space radiology, a subfield defined here as the applications of imaging before, during, and after spaceflight, will grow to necessitate the involvement of more advanced imaging techniques and subspecialist expertise as missions increase in length and complexity. While the performance of imaging in spaceflight is limited by equipment mass and volume, power supply, radiation exposure, communication delays, and personnel training, recent developments in nonsonographic modalities have opened the door to their potential for in-mission use. Additionally, improved exam protocols and scanner technology in combination with artificial intelligence algorithms have greatly advanced the utility of possible pre- and postflight studies. This article reviews the past and present of space radiology and discusses possible use cases, knowledge gaps, and future research directions for radiography, fluoroscopy, computed tomography, and magnetic resonance imaging within space medicine, including both the performance of new exam types for new indications and the increased extraction of information from exams already routinely obtained. Through thoughtfully augmenting the use of these tools, medical mission risk may be reduced substantially through preflight screening, inflight diagnosis and management, and inflight and postflight surveillance.

Benefits and Harms of Hepatocellular Carcinoma Screening Outreach in Patients with Cirrhosis: A Multi-Center Randomized Clinical Trial.

The value of hepatocellular carcinoma (HCC) screening is defined by the balance of benefits from early tumor detection vs harms due to false positive results. We evaluated the value of a mailed outreach strategy for HCC screening in patients with cirrhosis. We conducted a multi-center pragmatic randomized clinical trial comparing mailed outreach for HCC screening (n = 1436) and usual care with visit-based screening (n = 1436) among patients with cirrhosis at three health systems from March 2018 to September 2021. Outcomes of interest were early-stage HCC detection (ie, screening benefit) and diagnostic evaluation for false positive or indeterminate results (ie, screening harm). Screening harm was categorized as mild, moderate, and severe based on number and type of diagnostic exams. All patients were included in intention-to-screen analyses. Of 125 patients diagnosed with HCC (67 outreach and 58 usual care), 71.2% were found at an early stage per the Milan Criteria. Early tumor detection did not significantly differ between the outreach and usual care arms (64.2% vs 79.3%, p = .06). The proportion of patients with physical harms also did not differ between the outreach and usual care arms (10.8% vs 10.7%, p = .95) with 5.9% in both arms having mild harms, 4.0% and 3.8% respectively with moderate harms, and 0.9% and 1.0% respectively with severe harms. Most patients enrolled in HCC screening were detected at an early stage, and a minority experienced physical harms. A mailed outreach strategy did not significantly increase early HCC detection or physical harms compared to usual care. NCT02582918 and NCT03756051.

Aptitude for Research Among Medical Students in India: Identifying the Challenges.

Introduction Understanding the reasons behind the undervaluation of research among undergraduate medical students in India is crucial for advancing medical knowledge. This cross-sectional study aims to investigate the knowledge, interest, and barriers faced by 606 Indian medical students through an online questionnaire distributed via social media platforms. Aims To identify the knowledge of research and the challenges faced by medical students to pursue research in their undergraduate education. Methods and material This was a prospective observational study carried out over a period of one month in October 2022. Study approval was taken from the Genebandhu Independent Ethics Committee (Reference Number- ECG004/2022). The responses obtained from the questionnaire were recorded in Google Sheets and transferred to Microsoft Excel (Redmond, WA, USA). Results Among the participants, 46.53% were male and 53.47% were female, primarily from the first (11.39%) and second (9.90%) years of their medical education. Notably, the majority had undertaken United States Medical Licensing Examination (USMLE) (54.95%), followed by National Eligibility cum Entrance Test (Postgraduate) (NEET-PG) (34.65%) and Professional and Linguistic Assessments Board (PLAB) (7.92%). The study revealed that 78.22% considered research pivotal to their academic trajectory, with a mean age of 23.14 years (SD=2.82) and an average research knowledge score of 2.75 (SD=1.31). The type of postgraduate exam significantly influenced enthusiasm for research activities (p<0.001), with higher enthusiasm among those preparing for exams abroad. Nonetheless, the type of medical college did not significantly affect interest in research activities (p=0.4879). Conclusion Addressing the undervaluation of research among undergraduate medical students in India is imperative. The curriculum should integrate robust support mechanisms to nurture research skills, emphasizing its importance for future medical practitioners. This could involve seminars, courses, and interactive sessions aimed at fostering research acumen among students.

Point-of-Care-Ultrasound Quality Assurance Data from Fellow-Performed Exams in a Pediatric Emergency Department: A Descriptive Study.

Point-of-care-ultrasound (POCUS) is increasingly used by pediatric emergency medicine (PEM) fellows, but scant data exists on the accuracy of exam interpretations. Our goal was to determine whether agreement on exam interpretation between quality assurance (QA) faculty (reference standard) and PEM fellows varied by fellowship year or exam type. Retrospective review of fellow-performed POCUS exams between January 2019 and June 2022. Negative binomial (NB) random effects regression was used to account for longitudinal measurement of individual fellow performance across 3 years. Fixed effects were exam type and fellowship year. To assess between- and within-user variability across time, a random intercept and slope were included for each fellow. Exactly 3032 exams, performed by 24 fellows, were included. Raw proportion agreement by fellowship year was high for all exam types (≥88%). From the NB model, there was no statistically significant effect of fellowship year on the mean count of agreement. The relative risk (RR) of agreement for exam types was greatest for cardiac vs other types. The standard deviations for the random intercept and random slope were 0.09 and 0.04, respectively, with a correlation of -0.94. PEM fellows generally interpret exams correctly, with little variation through fellowship, although those who began with more basic skills showed more progress over time. Fellowship year did not influence the likelihood of correct interpretation but there was variation across exam type, with the best agreement for cardiac exams. The extent to which disagreements between fellows and QA faculty represent clinically significant errors requires further study.

Snapshot of Examination Usage in Emergency Medicine Clerkships.

Objective Emergency Medicine (EM) clerkships often use a written exam to assess the knowledge gained over the course of an EM rotation in medical school. Clerkship Directors (CDs) may choose the National Board of Medical Examiners (NBME) EM Advanced Clinical Science Subject Exam (ACE), the Society for Academic Emergency Medicine (SAEM) M4 exam, which has two versions, the SAEM M3 exam, or departmental exams. There are currently no published guidelines or consensus regarding their utility. This survey-based study was designed to collect data regarding current practices of EM clerkship exam usage to analyze trends and variability in what exams are used and how. Methods The authors designed a cross-sectional observational survey to collect data from EM CDs on exam utilization in clerkships. The survey population consisted of clerkship directors, assistant clerkship directors, or faculty familiar assessments in their EM clerkship. Initial dissemination was by electronic distribution to subscribers of the Clerkship Directors in Emergency Medicine (CDEM) list-serve on the SAEM website. Subsequently, contact information of CD's from institutions that had not responded was obtained by manual search of the Emergency Medicine Residents' Association (EMRA) Match website and individual correspondence was sent at regular intervals. Data obtained include clerkship characteristics, exam used, weight of the exam relative to the overall grade, and alternatives if the preferred exam was previously taken. Results Eighty-seven programs (42% response rate) completed the survey between August 2019 and February 2021. Of the 87 responses, 71 (82%) were completed by a CD. Forty-six (53%) institutions required an EM rotation. Students were tested in 34 (74%) required EM clerkships and 48 (69%) out of 70 EM electives. In required rotations that used an exam, 20 (59%) used the NBME EM ACE, while 28 of 46 (61%) of EM electives that reported an exam used the SAEM M4 Exam. Five (15%) of the required clerkships used a departmental exam. Of clerkships requiring an exam, 46 (57%) weighed the score at 11-30% of the final grade. Data for extramural rotations mirrored that of EM electives. One-third of respondents indicated they do not inquire about previously taken exams. Conclusion This survey demonstrates significant variability in the type of exam, the weighting of the score, and alternatives if the preferred exam was previously taken. The lack of a consistent approach in how these exams are used in determining students' final EM grades diminishes the reliability of the EM clerkship grade as a factor used by residency directors in choosing future residents. Further research on optimal usage of these exams is needed.

INVESTIGATING UNIVERSITY LEVEL STUDENTS’ PREFERENCES BETWEEN TRADITIONAL AND BLENDED LEARNING APPROACHES

This research assessed the students’ attitudes toward blended learning at universities, specifically accenting delivery mode preferences, exam format preferences, and trust in the digital instructional resources. The study used a quantitative research method with descriptive survey design. A purposive sample of 450 students from public and private universities was used. The study utilized the validated instruments. It was also notable that students had highly positive inclination toward face-to-face interaction, and hands-on practice, which suggested a hybrid approach of face-to-face teaching and online instruction was preferred over the fully online style of teaching. The analysis revealed that university type and academic year influence attitudes. Concerning the exam types, students were more comfortable with traditional paper and pencil tests; but male students were more accepting of technology-based tests. The level of trust in digital instructional materials was high, although it varied by year of study. Thus, teachers should adopt a gradual approach in integration of blended learning into their classroom. There is need to support learning from diverse backgrounds. The study can help inform educational policy, course development &amp; faculty professional growth in institutions.

Meta-analyzing the effect of online learning on academic achievement in higher education during COVID-19 pandemic

ABSTRACT Investigating the influence of the emergency transition to online learning during the Covid-19 pandemic can significantly enhance our understanding of the benefits and limitations of technology in higher education. We aim to assess the effect of online learning on college students' academic achievement compared to face-to-face learning during the Covid-19 crisis. This study utilizes a meta-analysis approach, examining 35 research studies conducted in 17 different countries and regions from 2020 to 2023, through an extensive database search encompassing the Web of Science Core Collection, EBSCO Host, JSTOR, Springerlink, and SCOPUS. The sample size comprised 8079 students, with 4160 assigned to the experimental group (online) and 3919 to the control group (face-to-face). We found that online learning yields a modest and positive effect (g = 0.336, 95% CI [0.139–0.534]) on students' academic achievement. The effect was consistent across class years and exam types but varied by subject, benefiting students in medicine, engineering, and natural sciences, while negatively affecting social sciences. Additionally, the effect of online learning shows a stronger positive impact on the academic achievement of students from lower-income level nations. Our research indicates that online learning could be a viable and potentially equalizing force in higher education.

Management of pediatric pleural empyema: a national survey of pediatric surgeons in Brazil.

To identify how pediatric surgeons manage children with pneumonia and parapneumonic pleural effusion in Brazil. An online cross-sectional survey with 27 questions was applied to pediatric surgeons in Brazil through the Brazilian Association of Pediatric Surgery. The questionnaire had questions about type of treatment, exams, hospital structure, and epidemiological data. A total of 131 respondents completed the questionnaire. The mean age of respondents was 44 ± 11 years, and more than half (51%) had been practicing pediatric surgery for more than 10 years. The majority of respondents (33.6%) reported performing chest drainage and fibrinolysis when facing a case of fibrinopurulent parapneumonic pleural effusion. A preference for video-assisted thoracic surgery instead of chest drainage plus fibrinolysis was noted only in the Northeast region. Chest drainage plus fibrinolysis was the treatment adopted by most of the respondents in this Brazilian sample. There was a preference for large drains; in contrast, smaller drains were preferred by those who perform chest drainage plus fibrinolysis. Respondents would rather change treatment when facing treatment failure or in critically ill children.

Development and analysis of a Numbas diagnostic tool for use in a mathematics refresher program

We describe the development and analysis of an online diagnostic tool implemented in the Numbas e-learning system and used in an Australian university mathematics refresher program. Following the rapid transition to online delivery of the refresher program caused by COVID-19, the diagnostic instruments and methods used within the pre-pandemic, in-person, version of the program were lost. In 2022, we undertook to revive them in a way that would honour their original diagnostic purpose but offer a more sophisticated approach utilising the Numbas diagnostic exam type. Improvement of the tool after its initial deployment has involved the use of Rasch-based item analysis and recursive refinement of the knowledge map underlying the items.

Surveillance of adults with congenital heart disease: Current guidelines and actual clinical practice

Background and aimCongenital heart disease (CHD) is the most common birth defect with prevalence of 0.8%. Thanks to tremendous progress in medical and surgical practice, nowadays, >90% of children survive into adulthood. Recently European Society of Cardiology (ESC), American College of Cardiology (ACC)/ American Heart Association (AHA) issued guidelines which offer diagnostic and therapeutic recommendations for the different defect categories. However, the type of technical exams and their frequency of follow-up may vary largely between clinicians and centres. We aimed to present an overview of available diagnostic modalities and describe current surveillance practices by cardiologists taking care of adults with CHD (ACHD). Methods and resultsA questionnaire was used to assess the frequency cardiologists treating ACHD for at least one year administrated the most common diagnostic tests for ACHD. The most frequently employed diagnostic modalities were ECG and echocardiography for both mild and moderate/severe CHD. Sixty-seven percent of respondents reported that they routinely address psychosocial well-being. ConclusionDifferences exist between reported current clinical practice and published guidelines. This is particularly true for the care of patients with mild lesions. In addition, some differences exist between ESC and American guidelines, with more frequent surveillance suggested by the Americans.

What’s going on in the clinical examination room?-An exploratory and comparative study of two types of clinical exams and their meaning for nursing students in the final year of the nursing education

This study is an education experiment based on a comparative approach, where two clinical exams – a bedside exam and a written case study exam – are investigated simultaneously. The article explores what’s going on in the two exams and how nursing students assess and experience them. Based on these findings, we discuss the types of logics, knowledge, and competencies the two exams enhance and limit, respectively. Data consists of a questionnaire survey with 104 students (56/48), observations of twelve exams (6/6), followed by two focus group interviews with nurse students. The analysis shows that the bedside exam enhances ‘knowing-in-action’, ‘reflection-in-action’, ‘shows how’ and ‘does’ by its focus on nursing actions. It is unpredictable and promotes ‘logics of relational care, care production and care education'. The written case study exam enhances ‘reflection-on-action’, ‘knows’ and ‘knows-how’ by its focus on theoretically based reflections on nursing practice. It is predictable and enhances ‘logic of care education’.

Cardiac Magnetic Resonance and Cardiac Implantable Electronic Devices: Are They Truly Still "Enemies"?

The application of cardiac magnetic resonance (CMR) imaging in clinical practice has grown due to technological advancements and expanded clinical indications, highlighting its superior capabilities when compared to echocardiography for the assessment of myocardial tissue. Similarly, the utilization of implantable cardiac electronic devices (CIEDs) has significantly increased in cardiac arrhythmia management, and the requirements of CMR examinations in patients with CIEDs has become more common. However, this type of exam often presents challenges due to safety concerns and image artifacts. Until a few years ago, the presence of CIED was considered an absolute contraindication to CMR. To address these challenges, various technical improvements in CIED technology, like the reduction of the ferromagnetic components, and in CMR examinations, such as the introduction of new sequences, have been developed. Moreover, a rigorous protocol involving multidisciplinary collaboration is recommended for safe CMR examinations in patients with CIEDs, emphasizing risk assessment, careful monitoring during CMR, and post-scan device evaluation. Alternative methods to CMR, such as computed tomography coronary angiography with tissue characterization techniques like dual-energy and photon-counting, offer alternative potential solutions, although their diagnostic accuracy and availability do limit their use. Despite technological advancements, close collaboration and specialized staff training remain crucial for obtaining safe diagnostic CMR images in patients with CIEDs, thus justifying the presence of specialized centers that are equipped to handle these type of exams.

Exploring the Impact of Gender Bias Among Medical Trainees.

Research has suggested that health care providers are not immune to implicit and explicit gender bias among their own colleagues and in the treatment of patients. To date, limited research examines gender bias in trainees and how that bias might intersect with patient care. Our study focused on gendered expectations, perceived competence of medical providers, and perceived acceptability of patients who advocate for themselves. We used a 2x2x2x2 mixed design to examine the impact of participant gender, type of physical exam (vaginal vs elbow), trainee status, and gender of vignette physician. Participants read and responded to vignettes depicting various standardized clinical scenarios. The complete sample included 342 participants from a rural medical teaching hospital and a private liberal arts college in the same geographic region. Findings suggested a significant interaction between physicality and gender of the participant on perceived competence. Although males and females had similar ratings of competence on an exam with low physicality (elbow), the data suggested that males did not recognize how errors during clinical practice may impact a hypothetical female patient. Future research might examine interventions that aim to increase awareness of gender bias among medical trainees and to explore whether interventions might improve patient care and perceptions of competence following identified errors.

Design and Build an Assessment Platform by Inserting Moodle-Based Cryptographic Methods

The use of digital platforms in the learning process is increasing, especially in the context of assessment activities. In this context, it is essential to realize that digital platforms can be subject to attack or fraud by irresponsible parties. It is due to the presence of sensitive data and/or restricted to a limited number of authorized persons. Therefore, the protection of data and its security in using digital platforms is very important. To enhance this layer of security in data protection, cryptographic methods play a crucial role in maintaining information security. By applying cryptographic methods to learning platforms for assessment purposes, we can increase the security and integrity of the data involved in the assessment process. This research aims to produce a plugin that can be used on a Moodle-based Learning Management System (LMS). This plugin will provide an additional activity in the form of an assessment activity with an essay exam type. When this plugin is used, all questions and answers will be encrypted into text that is difficult to understand by unauthorized parties when an attack attempt occurs. In this way, the learning platform for assessment purposes can safeguard and protect data from access by irresponsible parties.

Medical Student Preferences on Examination Scheduling at a US Allopathic Medical School - Survey Study.

This study at the University of South Carolina School of Medicine Greenville examines medical students' preferences and concerns regarding exam scheduling, focusing on the schedule's impact on student academic performance and well-being. A cross-sectional survey was administered to second, third, and fourth year medical students, receiving a 53% response rate. The survey, consisting of 11 multiple-choice questions and one open-ended question, assessed preferences for exam days, weeks, sequence of different types of exams, and the timing of schedule releases. Evaluation using descriptive statistics and thematic analysis revealed a strong preference for scheduling Biomedical Science (BMS) exams on Fridays, avoiding weeks with holidays, and separating BMS exams from Integrated Practice of Medicine (IPM) assessments. Students reported that concurrent IPM content delivery during BMS exam weeks negatively impacted their academic performance. Additionally, there was a significant demand for early release of exam schedules to better manage work-life balance. These findings highlight the critical role of exam scheduling in influencing medical students' academic success and overall well-being, suggesting the need for early communication of schedules and equitable assessment planning.

A literature review of online exams in HE in Physics and Maths

During the COVID pandemic, universities around the globe had to move not only their content delivery online, but also their assessments. Due to COVID causing significant upheaval in Higher Education (HE), this enforced experiment also afforded an opportunity to reflect on traditional, invigilated, closed book exams (ICBE) resulting in research and advice in this area. A systematic review of this academic and grey literature was performed concentrating on maths heavy physics examinations to investigate what guidance is given to examination writers, educators who prepare students for exams and HE examinees themselves. The literature review results were divided into: Advice for examiners who need to provide an invigilated open book exam (UOBE), discussions on cheating, advice for students and case studies. It was found that ICBEs were good at examining lower order cognitive skills, e.g. recall and understanding, but higher order skills, such as analysing and synthesising, are better examined with access to a larger range of resources. Guidance on making academic misconduct more difficult also suggested using higher order thinking skills in exam questions as responses to these type of tasks are more individual and getting outside help may be more difficult in a time constrained UOBE. Furthermore, literature encouraged reflection on the motivation for cheating and suggested that overly demanding assessment may encourage students to seek inappropriate help. The advice for students highlighted the need to prepare as thoroughly for a UOBE as they would for a traditional exam. Probably the thrust should change from pure memorization to students preparing their notes so that they can efficiently access their material to locate relevant parts for synthesis during a UOBE. Some of the case studies used statistical methods to investigate comparability of grades between UOBEs and ICBEs and some of the studies found them comparable, so a large shift of results may be due to other factors rather than the exam type. Other studies describe their approach and include stakeholder reflections. The main recommendation to exclude lower cognitive skills can pose a problem for maths heavy exams as they mainly assess how well an examinee has mastered these skills before building on them. However, it seems advisable to climb higher up Bloom’s taxonomy if possible. Also, it may be conceivable to break up exams into shorter sections that require individual uploading before access to the next part is granted to reduce the possibility of outside help. Furthermore, individualised maths type problems could be achievable by using different data sets for a question. Student advice should highlight the differences between UOBEs and ICBEs so that they can prepare appropriately.

FORMATION OF STUDENTS’ SKILLS IN ANALYZING INFORMATION GRAPHS THROUGH CONSTRUCTIVE FEEDBACK

The research topic examines the performance of 12th grade students from the Nazarbayev Intel-lectual School in Semey in passing external summative exams, comparable to international AS/A-Level standards. The summative assessment system was developed in collaboration with the Cambridge As-sessment International Education Council and aims to measure the functionality of acquired knowledge and skills through a variety of tasks performed by students. The study also explores the international program for assessing educational achievements, such as PISA, among students in general education schools and Nazarbayev Intellectual Schools, focusing on mathematical and functional literacy. It was found that international exams like PISA and AS/A-Level often include visual organizers that require high-order thinking skills according to Bloom’s taxonomy. Currently, tasks corresponding to this type of international exam are being introduced in schools and universities in Kazakhstan. Therefore, innovative teachers should possess pedagogical and psychological methods and strategies. One of them is the CLIL strategy, which involves using are often accompanied by information graphics as visual organizers and constructive feedback to help students understand and solve tasks in international exams. This research not only examined various visual organizers in summative assessment but also provided constructive feedback to 11th and 12th grade students in biology and computer science. The article also carefully analyzed the analytical reports of international exams.