This course introduces students to the theory and process of test construction in psychology. Students will learn about test development, validity, reliability, item analysis, and norm development. They will apply these concepts by constructing their own assessment instrument. The course covers principles of test construction, general test development steps, item writing, validity evidence, item analysis, reliability, test manual development, and test administration. Students are evaluated based on exams, projects, and developing a scale with analysis of its psychometric properties.
This document provides an overview of an experimental design in psychology course. The course aims to teach students the principles and methods of experimental research, including formulating hypotheses, experimental designs, validity, generalization, and ethics. It covers 14 units over 45 hours of instruction, including both classroom and independent work. Students will learn about research design options, developing research projects, and applying scientific methodology rigorously. Assessment includes papers, projects, exams, and presentations. The course prepares students for competencies in research design, conducting projects, communicating results, and maintaining ethical standards.
A good test should have the following key characteristics:
1. It should be a valid instrument that accurately measures what it is intended to measure as evidenced by various types of validity like content validity.
2. It should be a reliable instrument that consistently measures constructs and yields similar results over time as determined through methods like test-retest reliability.
3. It should be objective by eliminating personal bias and opinions of scorers so that different scorers arrive at the same score.
This study examined the differences in causal attributions between students who passed and failed a college algebra test. The researchers found that students who passed attributed their performance to internal, stable, and personally controllable causes, while students who failed attributed their performance to external, unstable, and uncontrollable causes. A significant difference was also found between the passing and failing groups in the types of attributions made for effort and task difficulty. The implications are that measuring students' perceptions of success or failure could help develop additional strategies to support students in high-risk courses like college algebra.
The document discusses a study that was conducted to validate test papers used at Saint Paul School of Business and Law and relate the validity of the test papers to student performance. 50% of test papers from the previous term were analyzed by experts using a checklist. The validity of test papers was found to have a moderately small positive correlation with student performance. Based on the results, guidelines for standardized test construction were formulated to improve the quality of assessment at the institution. The guidelines differentiate requirements for theory-based versus skill-based subjects. The study aims to establish best practices and standards for test development and administration at the school.
A counselor at a high school is interested in whether being a working student impacts academic performance. They hypothesize that students who work 15 or more hours per week will have a lower GPA than those who work 5 hours or less. The document outlines the steps in causal-comparative research, including selecting a topic, reviewing literature, developing a hypothesis, defining variables, selecting participants, collecting data, analyzing differences between groups, and interpreting results. It provides examples of how these steps would be applied to research on the effects of student employment.
Longitudinal Assessment of Critical ThinkingGlen Rogers
This document discusses the results of a longitudinal study that assessed critical thinking skills in college students over time using four different measures. Two of the measures, the Analysis of Argument essays, showed low reliability and issues with face validity. The other two measures, the Test of Cognitive Development and an adapted version of the Test of Thematic Analysis using a 5-criterion scale, showed better reliability and were more strongly associated with progress in the curriculum. The study highlights the challenges of reliably measuring critical thinking skills longitudinally and the importance of using multiple valid measures.
8. brown & hudson 1998 the alternatives in language assessmentCate Atehortua
This document discusses different types of language assessments that teachers can use, categorized into three broad groups: selected-response, constructed-response, and personal-response assessments. Selected-response assessments include multiple choice, true-false, and matching questions that test receptive skills like reading and listening. Constructed-response assessments require students to produce short answers and include fill-in-the-blank, short answer, and performance tasks. Personal-response assessments involve more subjective methods like conferences, portfolios, self-assessment, and peer assessment. The document explores the advantages and disadvantages of each type and how teachers can choose assessments based on validity, reliability, feedback, and using multiple sources of data.
This document summarizes two studies: a comparative study and a non-comparative study. The comparative study compared student satisfaction, perceptions, and learning outcomes between an online course and equivalent face-to-face course. It found that while both formats had positive ratings, face-to-face students had more positive views of interaction and support. Learning outcomes were similar between the two formats. The non-comparative study examined how the amount of on-screen text affected student learning in a multimedia unit. It found no significant differences in learning between short-text and whole-text versions, and that those with lower memory benefited more from the short-text version.
This document provides an overview of an experimental design in psychology course. The course aims to teach students the principles and methods of experimental research, including formulating hypotheses, experimental designs, validity, generalization, and ethics. It covers 14 units over 45 hours of instruction, including both classroom and independent work. Students will learn about research design options, developing research projects, and applying scientific methodology rigorously. Assessment includes papers, projects, exams, and presentations. The course prepares students for competencies in research design, conducting projects, communicating results, and maintaining ethical standards.
A good test should have the following key characteristics:
1. It should be a valid instrument that accurately measures what it is intended to measure as evidenced by various types of validity like content validity.
2. It should be a reliable instrument that consistently measures constructs and yields similar results over time as determined through methods like test-retest reliability.
3. It should be objective by eliminating personal bias and opinions of scorers so that different scorers arrive at the same score.
This study examined the differences in causal attributions between students who passed and failed a college algebra test. The researchers found that students who passed attributed their performance to internal, stable, and personally controllable causes, while students who failed attributed their performance to external, unstable, and uncontrollable causes. A significant difference was also found between the passing and failing groups in the types of attributions made for effort and task difficulty. The implications are that measuring students' perceptions of success or failure could help develop additional strategies to support students in high-risk courses like college algebra.
The document discusses a study that was conducted to validate test papers used at Saint Paul School of Business and Law and relate the validity of the test papers to student performance. 50% of test papers from the previous term were analyzed by experts using a checklist. The validity of test papers was found to have a moderately small positive correlation with student performance. Based on the results, guidelines for standardized test construction were formulated to improve the quality of assessment at the institution. The guidelines differentiate requirements for theory-based versus skill-based subjects. The study aims to establish best practices and standards for test development and administration at the school.
A counselor at a high school is interested in whether being a working student impacts academic performance. They hypothesize that students who work 15 or more hours per week will have a lower GPA than those who work 5 hours or less. The document outlines the steps in causal-comparative research, including selecting a topic, reviewing literature, developing a hypothesis, defining variables, selecting participants, collecting data, analyzing differences between groups, and interpreting results. It provides examples of how these steps would be applied to research on the effects of student employment.
Longitudinal Assessment of Critical ThinkingGlen Rogers
This document discusses the results of a longitudinal study that assessed critical thinking skills in college students over time using four different measures. Two of the measures, the Analysis of Argument essays, showed low reliability and issues with face validity. The other two measures, the Test of Cognitive Development and an adapted version of the Test of Thematic Analysis using a 5-criterion scale, showed better reliability and were more strongly associated with progress in the curriculum. The study highlights the challenges of reliably measuring critical thinking skills longitudinally and the importance of using multiple valid measures.
8. brown & hudson 1998 the alternatives in language assessmentCate Atehortua
This document discusses different types of language assessments that teachers can use, categorized into three broad groups: selected-response, constructed-response, and personal-response assessments. Selected-response assessments include multiple choice, true-false, and matching questions that test receptive skills like reading and listening. Constructed-response assessments require students to produce short answers and include fill-in-the-blank, short answer, and performance tasks. Personal-response assessments involve more subjective methods like conferences, portfolios, self-assessment, and peer assessment. The document explores the advantages and disadvantages of each type and how teachers can choose assessments based on validity, reliability, feedback, and using multiple sources of data.
This document summarizes two studies: a comparative study and a non-comparative study. The comparative study compared student satisfaction, perceptions, and learning outcomes between an online course and equivalent face-to-face course. It found that while both formats had positive ratings, face-to-face students had more positive views of interaction and support. Learning outcomes were similar between the two formats. The non-comparative study examined how the amount of on-screen text affected student learning in a multimedia unit. It found no significant differences in learning between short-text and whole-text versions, and that those with lower memory benefited more from the short-text version.
This document summarizes a study investigating factors associated with success in technological problem solving among secondary school students. The study defined technological problem solving, developed a conceptual framework, and designed a study involving a well-defined problem task. Data was collected through observation, photographs, and audio recordings of student groups. Analysis identified the most and least successful groups. Overall, more successful groups engaged more in task discussion, demonstrated knowledge verbally and through solutions, spent longer planning conceptually, utilized more positive management, and engaged in more analytical reflection. They also exhibited less tension and were more affected by the competitive task environment.
The document defines key terms related to assessment such as tests, assessment, evaluation, and measurement. It discusses trends in assessment and the purposes of assessment in teaching and learning. Assessment can be formative or summative. Different types of assessments include tests, projects, portfolios, and self-reflection. Tests can provide information about students' strengths, weaknesses, and placement. Reliability, validity, practicality, objectivity, washback effect, and authenticity are important principles of assessment.
The CTONI-2 is a nonverbal intelligence test for individuals aged 6-89 years that assesses reasoning and problem-solving abilities. It is based on theories of simultaneous-sequential processing, two levels of intelligence, and fluid and crystallized intelligence. The test contains 6 subtests that are administered through pictorial multiple choice questions. It provides advantages such as minimizing language and motor skill influences. While the CTONI-2 is easy to administer and has good reliability, some questions remain regarding its validity and appropriate uses include assessing intelligence when language is a confounding factor.
Learning to be human experimental methodology - OpenArch Conference, Albersdo...EXARC
New Perspectives: The flint-knapping-skills-project and the sustainability-project. Knapping Teaching and Learning: the Learning to be Human Project by Prof. Dr. Bruce Bradley, Archaeological Institute, University of Exeter, England
This course provides students with an analysis of major intelligence theories and their application to measuring intelligence. Students will learn to administer and interpret intelligence tests such as the Wechsler Scales, Raven Matrices, and Stanford-Binet. The course covers intelligence theories, statistical concepts, factors influencing intelligence development, ethical issues, and evaluating specific populations. Students must attend a weekly two-hour laboratory for practice administering and interpreting tests.
Impact Of Diagnostic Test For Enhancing Student Learning At Elementary LevelPakistan
This document outlines a research study on the impact of diagnostic tests in enhancing students' learning. It discusses how diagnostic tests can identify students' strengths and weaknesses in order to provide targeted support. The study aims to examine student performance, evaluate new data compared to previous results, and investigate the positive effects of diagnostic testing on learning. Key points include that diagnostic tests assess students' prior knowledge before instruction, allow teachers to individualize lessons, and create a baseline for measuring future learning. The characteristics, process, and theoretical framework involving diagnostic tests are also reviewed.
Standardized tests aim to objectively measure students' mastery of prescribed competencies through standardized procedures and scoring. They are developed through a rigorous process including determining the test purpose, specifying objectives, designing test sections, developing and selecting test items, and evaluating items. Some advantages are they are pre-validated, can be administered to large groups efficiently, and scored quickly. Disadvantages include potential misuse and misunderstanding differences between direct and indirect testing.
The TONI-4 is a nonverbal test of general intelligence that measures fluid intelligence and Spearman's g. It is ideal for testing individuals with language, hearing, motor, or cultural impairments. The test consists of 60 items involving shapes, positions, directions, and other nonverbal concepts. It takes approximately 15 minutes to complete. Scores include index scores, percentiles, age equivalents, and descriptive terms. The test shows adequate reliability and validity based on its standardization sample and has strengths such as its brevity and reduced cultural/language factors compared to previous versions. However, its normative sample was only tested in English and subgroup stratification could be improved. It is recommended as an alternative to verbal intelligence tests
Internal and external validity (experimental validity)Jijo Varghese
This document discusses experimental validity, including internal and external validity. It defines internal validity as being about whether the independent variable caused changes in the dependent variable. Threats to internal validity include history, maturation, testing, instrumentation, regression, selection bias, mortality, and additive/interactive effects. External validity is about generalizing results beyond the experimental setting, and threats include interaction of selection/treatment, testing/treatment, setting/treatment, history/treatment, and the Hawthorne effect. Maintaining validity requires controlling for these threats in research design.
Topic: Planning for Assessment
Student Name: Sarang
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
1. The study investigated the effectiveness of Student Team-Achievement Divisions (STAD) and Group Investigation (GI) cooperative learning techniques on improving reading comprehension in college students compared to conventional instruction.
2. 90 female students participated in the study and were assigned to STAD, GI, or conventional instruction groups. All groups received a 16 session, 45 minute reading program.
3. Results showed that STAD improved reading comprehension more than conventional instruction, but GI was not more effective than conventional instruction. There was no significant difference between STAD and GI.
This document discusses criterion-referenced language testing and compares it to norm-referenced testing. It defines NRTs as tests that compare students' performances to others, while CRTs provide absolute measures of competence without comparing to other students. CRTs were developed in response to problems with NRTs like teaching/testing mismatches, lack of instructional sensitivity, and lack of curricular relevance. While NRTs and CRTs share aspects of test construction, CRTs focus more on teaching/testing matches and instructional sensitivity. The document also discusses issues in defining language proficiency and communicative competence, and challenges in developing and analyzing CRTs.
01 introducción a la evaluación del aprendizaje de idiomasY Casart
This document discusses key concepts in language assessment including measurement, testing, assessment, and evaluation. It defines these terms and distinguishes between them. It also categorizes different types of tests according to their purpose (e.g. placement, diagnostic), framework (e.g. criterion-referenced, norm-referenced), scoring (e.g. objective, subjective), impact (e.g. high-stakes, low-stakes), and skills involved (e.g. integrative, discrete-point). The relationships between measurement, tests and evaluation are explored.
The document discusses the historical development of language assessment in Malaysia and changing trends. It describes 4 stages of development: pre-Independence, post-Razak Report, post-RahmanTalib Report, post-Cabinet Report, and current reforms under the Malaysia Education Blueprint. Key changes include establishing a common exam system, introducing school-based assessment, and shifting the focus to higher-order thinking skills. Contributing factors to changing trends include education reforms, recommendations from government reports, and poor performance on international assessments. The role of assessment in education is increasingly seen as integrated with instruction rather than just auditing learning.
The document discusses key concepts related to testing, assessment, and teaching. It covers:
- The differences between assessment and tests, with assessment being broader and more ongoing while tests are more formal and administered.
- The importance of both formative and summative assessment in the learning process. Formative assessment helps students improve while summative evaluates learning.
- Approaches to language testing including discrete point tests, integrative tests, and communicative language testing which focuses on authentic performance.
- Current issues like new views that intelligence is multidimensional, and the benefits and challenges of traditional versus alternative and computer-based assessments.
The document outlines the objectives of a language assessment presentation which include distinguishing assessment from testing, describing five principles of language assessment, identifying types of tests, discussing the historical development and current issues of language assessment, examining large-scale standardized tests like TOEFL, and considering the critical and ethical nature of testing. It then proceeds to define assessment and testing, outline five principles of assessment including practicality, reliability, and validity, identify five common types of tests, and discuss historical developments and current issues in language testing.
This document outlines objectives and procedures for developing, administering, scoring, and evaluating classroom tests. It discusses assembling tests by aligning items to specifications, arranging items by difficulty, and creating multiple test versions. Guidelines are provided for administering tests and the roles of invigilators. Scoring methods for objective and subjective items are described. The document also covers appraising tests through item analysis, reviewing psychometric properties like validity and reliability, and understanding test theories. The overall aim is to demonstrate how to create well-designed classroom assessments.
This document provides the syllabus for an introductory scientific research methods course at Carlos Albizu University. The course introduces students to both quantitative and qualitative research approaches across 15 units. Key topics covered include the scientific method, research design, variables, sampling, validity, reliability, and writing a research proposal. Students are evaluated based on exams, research proposals, presentations, and participation. The goal is for students to understand and apply fundamental research concepts and to develop skills in planning, conducting, and critically analyzing quantitative and qualitative research studies.
This document outlines the course details for a second semester Bachelor's level course titled "Learning, teaching and assessment". The course aims to provide students with an understanding of learning theories, models of teaching, and measurement and assessment. It covers topics like concepts and domains of learning, behaviorist and cognitivist learning theories, models of teaching, principles of assessment, and non-testing assessment techniques. The course will be taught through lectures, seminars, assignments and include an internal exam and final external exam for evaluation.
This document discusses the steps involved in conducting research. It begins by defining research and outlining its purposes such as building knowledge and increasing public awareness. It then describes the basic structure of a research paper as introduction, methods, results and discussion. The next sections explain each step of conducting research in detail, including identifying the research problem, literature review, specifying the research purpose and questions, developing hypotheses, choosing an appropriate methodology, collecting and verifying data, analyzing and interpreting results. Both qualitative and quantitative research methods are discussed. The importance of verification strategies in ensuring the reliability and validity of research findings is also highlighted.
This document summarizes a study investigating factors associated with success in technological problem solving among secondary school students. The study defined technological problem solving, developed a conceptual framework, and designed a study involving a well-defined problem task. Data was collected through observation, photographs, and audio recordings of student groups. Analysis identified the most and least successful groups. Overall, more successful groups engaged more in task discussion, demonstrated knowledge verbally and through solutions, spent longer planning conceptually, utilized more positive management, and engaged in more analytical reflection. They also exhibited less tension and were more affected by the competitive task environment.
The document defines key terms related to assessment such as tests, assessment, evaluation, and measurement. It discusses trends in assessment and the purposes of assessment in teaching and learning. Assessment can be formative or summative. Different types of assessments include tests, projects, portfolios, and self-reflection. Tests can provide information about students' strengths, weaknesses, and placement. Reliability, validity, practicality, objectivity, washback effect, and authenticity are important principles of assessment.
The CTONI-2 is a nonverbal intelligence test for individuals aged 6-89 years that assesses reasoning and problem-solving abilities. It is based on theories of simultaneous-sequential processing, two levels of intelligence, and fluid and crystallized intelligence. The test contains 6 subtests that are administered through pictorial multiple choice questions. It provides advantages such as minimizing language and motor skill influences. While the CTONI-2 is easy to administer and has good reliability, some questions remain regarding its validity and appropriate uses include assessing intelligence when language is a confounding factor.
Learning to be human experimental methodology - OpenArch Conference, Albersdo...EXARC
New Perspectives: The flint-knapping-skills-project and the sustainability-project. Knapping Teaching and Learning: the Learning to be Human Project by Prof. Dr. Bruce Bradley, Archaeological Institute, University of Exeter, England
This course provides students with an analysis of major intelligence theories and their application to measuring intelligence. Students will learn to administer and interpret intelligence tests such as the Wechsler Scales, Raven Matrices, and Stanford-Binet. The course covers intelligence theories, statistical concepts, factors influencing intelligence development, ethical issues, and evaluating specific populations. Students must attend a weekly two-hour laboratory for practice administering and interpreting tests.
Impact Of Diagnostic Test For Enhancing Student Learning At Elementary LevelPakistan
This document outlines a research study on the impact of diagnostic tests in enhancing students' learning. It discusses how diagnostic tests can identify students' strengths and weaknesses in order to provide targeted support. The study aims to examine student performance, evaluate new data compared to previous results, and investigate the positive effects of diagnostic testing on learning. Key points include that diagnostic tests assess students' prior knowledge before instruction, allow teachers to individualize lessons, and create a baseline for measuring future learning. The characteristics, process, and theoretical framework involving diagnostic tests are also reviewed.
Standardized tests aim to objectively measure students' mastery of prescribed competencies through standardized procedures and scoring. They are developed through a rigorous process including determining the test purpose, specifying objectives, designing test sections, developing and selecting test items, and evaluating items. Some advantages are they are pre-validated, can be administered to large groups efficiently, and scored quickly. Disadvantages include potential misuse and misunderstanding differences between direct and indirect testing.
The TONI-4 is a nonverbal test of general intelligence that measures fluid intelligence and Spearman's g. It is ideal for testing individuals with language, hearing, motor, or cultural impairments. The test consists of 60 items involving shapes, positions, directions, and other nonverbal concepts. It takes approximately 15 minutes to complete. Scores include index scores, percentiles, age equivalents, and descriptive terms. The test shows adequate reliability and validity based on its standardization sample and has strengths such as its brevity and reduced cultural/language factors compared to previous versions. However, its normative sample was only tested in English and subgroup stratification could be improved. It is recommended as an alternative to verbal intelligence tests
Internal and external validity (experimental validity)Jijo Varghese
This document discusses experimental validity, including internal and external validity. It defines internal validity as being about whether the independent variable caused changes in the dependent variable. Threats to internal validity include history, maturation, testing, instrumentation, regression, selection bias, mortality, and additive/interactive effects. External validity is about generalizing results beyond the experimental setting, and threats include interaction of selection/treatment, testing/treatment, setting/treatment, history/treatment, and the Hawthorne effect. Maintaining validity requires controlling for these threats in research design.
Topic: Planning for Assessment
Student Name: Sarang
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
1. The study investigated the effectiveness of Student Team-Achievement Divisions (STAD) and Group Investigation (GI) cooperative learning techniques on improving reading comprehension in college students compared to conventional instruction.
2. 90 female students participated in the study and were assigned to STAD, GI, or conventional instruction groups. All groups received a 16 session, 45 minute reading program.
3. Results showed that STAD improved reading comprehension more than conventional instruction, but GI was not more effective than conventional instruction. There was no significant difference between STAD and GI.
This document discusses criterion-referenced language testing and compares it to norm-referenced testing. It defines NRTs as tests that compare students' performances to others, while CRTs provide absolute measures of competence without comparing to other students. CRTs were developed in response to problems with NRTs like teaching/testing mismatches, lack of instructional sensitivity, and lack of curricular relevance. While NRTs and CRTs share aspects of test construction, CRTs focus more on teaching/testing matches and instructional sensitivity. The document also discusses issues in defining language proficiency and communicative competence, and challenges in developing and analyzing CRTs.
01 introducción a la evaluación del aprendizaje de idiomasY Casart
This document discusses key concepts in language assessment including measurement, testing, assessment, and evaluation. It defines these terms and distinguishes between them. It also categorizes different types of tests according to their purpose (e.g. placement, diagnostic), framework (e.g. criterion-referenced, norm-referenced), scoring (e.g. objective, subjective), impact (e.g. high-stakes, low-stakes), and skills involved (e.g. integrative, discrete-point). The relationships between measurement, tests and evaluation are explored.
The document discusses the historical development of language assessment in Malaysia and changing trends. It describes 4 stages of development: pre-Independence, post-Razak Report, post-RahmanTalib Report, post-Cabinet Report, and current reforms under the Malaysia Education Blueprint. Key changes include establishing a common exam system, introducing school-based assessment, and shifting the focus to higher-order thinking skills. Contributing factors to changing trends include education reforms, recommendations from government reports, and poor performance on international assessments. The role of assessment in education is increasingly seen as integrated with instruction rather than just auditing learning.
The document discusses key concepts related to testing, assessment, and teaching. It covers:
- The differences between assessment and tests, with assessment being broader and more ongoing while tests are more formal and administered.
- The importance of both formative and summative assessment in the learning process. Formative assessment helps students improve while summative evaluates learning.
- Approaches to language testing including discrete point tests, integrative tests, and communicative language testing which focuses on authentic performance.
- Current issues like new views that intelligence is multidimensional, and the benefits and challenges of traditional versus alternative and computer-based assessments.
The document outlines the objectives of a language assessment presentation which include distinguishing assessment from testing, describing five principles of language assessment, identifying types of tests, discussing the historical development and current issues of language assessment, examining large-scale standardized tests like TOEFL, and considering the critical and ethical nature of testing. It then proceeds to define assessment and testing, outline five principles of assessment including practicality, reliability, and validity, identify five common types of tests, and discuss historical developments and current issues in language testing.
This document outlines objectives and procedures for developing, administering, scoring, and evaluating classroom tests. It discusses assembling tests by aligning items to specifications, arranging items by difficulty, and creating multiple test versions. Guidelines are provided for administering tests and the roles of invigilators. Scoring methods for objective and subjective items are described. The document also covers appraising tests through item analysis, reviewing psychometric properties like validity and reliability, and understanding test theories. The overall aim is to demonstrate how to create well-designed classroom assessments.
This document provides the syllabus for an introductory scientific research methods course at Carlos Albizu University. The course introduces students to both quantitative and qualitative research approaches across 15 units. Key topics covered include the scientific method, research design, variables, sampling, validity, reliability, and writing a research proposal. Students are evaluated based on exams, research proposals, presentations, and participation. The goal is for students to understand and apply fundamental research concepts and to develop skills in planning, conducting, and critically analyzing quantitative and qualitative research studies.
This document outlines the course details for a second semester Bachelor's level course titled "Learning, teaching and assessment". The course aims to provide students with an understanding of learning theories, models of teaching, and measurement and assessment. It covers topics like concepts and domains of learning, behaviorist and cognitivist learning theories, models of teaching, principles of assessment, and non-testing assessment techniques. The course will be taught through lectures, seminars, assignments and include an internal exam and final external exam for evaluation.
This document discusses the steps involved in conducting research. It begins by defining research and outlining its purposes such as building knowledge and increasing public awareness. It then describes the basic structure of a research paper as introduction, methods, results and discussion. The next sections explain each step of conducting research in detail, including identifying the research problem, literature review, specifying the research purpose and questions, developing hypotheses, choosing an appropriate methodology, collecting and verifying data, analyzing and interpreting results. Both qualitative and quantitative research methods are discussed. The importance of verification strategies in ensuring the reliability and validity of research findings is also highlighted.
This document outlines the key elements of an action research study that aims to enhance the research competence of grade 12 learners through the use of an instructional module. The study will involve 80 learners randomly assigned to experimental and control groups. Data will be collected through pre- and post-tests and analyzed using SPSS to determine the effectiveness of the module in improving research competence. A quasi-experimental research design with pre- and post-testing of both groups will be used.
This course introduces students to research methodology. It provides an overview of quantitative and qualitative research methods and their application in higher education. The course aims to help students develop key research skills including conducting literature reviews, using APA style citations, identifying elements of research proposals, and understanding different research designs. Assessment focuses on demonstrating knowledge of research processes and writing skills. A core assignment involves producing a 10-12 page literature review and presentation on a higher education topic of interest. The concept paper format outlined provides guidance for structuring research proposals, including sections on introduction, problem statement, objectives, methodology and literature review.
The Purpose Statement, Research Questions, and Hypothesisnncygarcia
This document discusses the purpose statement, research questions, and hypotheses in research studies. It explains that the purpose statement establishes the overall intent of the study and should be clear, specific, and informative. Qualitative purpose statements explore a phenomenon or participants, while quantitative purpose statements state the theory, variables, and relationships being tested. Research questions for qualitative studies are open-ended and aim to understand meanings, while hypotheses for quantitative studies make predictions about variable relationships that can be statistically tested. The document provides guidelines for writing effective qualitative research questions and quantitative research questions and hypotheses.
Framework for Program Development and EvaluationReference.docxhanneloremccaffery
Framework for Program Development and Evaluation
Reference: Comeau, J. (2011). Framework for program development and evaluation.Unpublished, Capella University, Minneapolis, MN.
L i c e n s e d u n d e r a C r e a t i v e C o m m o n s A t t r i b u t i o n 3 . 0 L i c e n s e .
1. Understand and analyze qualitative program evaluation design.
2. Compare and contrast experimental and quasi-experimental designs.
3. Analyze pretest-posttest designs.
4. Communicate through writing that is concise, balanced, and logically organized.
Unit 3 - Program Evaluation: Qualitative Research Design
INTRODUCTION
This unit focuses on qualitative evaluation design, data collection methods, and evaluating program
effectiveness. Additionally, you will apply this knowledge to a real-world program evaluation.
OBJECTIVES
To successfully complete this learning unit, you will be expected to:
U03S1] Studies - Multimedia and Readings (Complete the following):
• Framework for Program Development and Evaluation view the flow chart/transcript
• Writing an Action Research Dissertation: Part One view the media/transcript
• Writing an Action Research Dissertation: Part Two view the media/transcript
The Writing an Action Research Dissertation media pieces will help you to understand the
academic writing standards for your doctoral program. You are expected to be proficient in this
type of writing by the end of your program. By using the advice and guidance of the media, you can
refine your academic writing and improve your success in this course and throughout your
program.
• Read Chapter 5 - Program Evaluation and Performance Measurement text
o Pay attention to question 7 on page 221. The content this question addresses will be
releant for the first discussion in this unit.
• Read Moore and Tananis's 2009 article, "Measuring Change in a Short-Term
Educational Program Using a Retrospective Pretest Design," from American Journal of
Evaluation, volume 30, issue 2, pages 189–202.
o Pay attention to the research design and data collection methods in this study. You
will be analyzing them for two upcoming assignments, one in this unit and the
other in Unit 5.
Constance
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Constance
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[U03A1] Unit 3 Assignment 1 - Program Evaluation: Analysis of Study Design
Using what you have learned through the readings and discussions up to this point in the course, read and analyze the 2009
journal article "Measuring Change in a Short-Term Educational Program Using a Retrospective Pretest Design" by Moore
and Tananis. After you have finished your reading of the article, formalize your analysis by addressing the following:
• Identify the research design that was employed in the Moore and Tananis study.
• Explain whether the research design is experimental or quasi-experimental. Support your explanation by
comparing and contrasting characteristics between the two types of designs.
◦ Make sure ...
General Framework for Setting Examination Papers and Test PapersWilliam Kapambwe
The document provides guidance on developing test specifications and examination papers, including defining test content and mapping domains, using taxonomies to classify learning objectives, and selecting assessment methods that align with domains of learning. It discusses Bloom's taxonomy and provides examples of verbs for different cognitive levels. Assessment options are described for various learning domains, including cognitive, affective, and psychomotor. Frameworks like Romiszowski's are presented for relating knowledge and skills to test construction. The importance of congruence between learning outcomes and assessment methods is emphasized.
The document provides guidance on developing test specifications and examination papers, including defining test content and mapping, using taxonomies to classify learning objectives, choosing appropriate assessment methods based on the cognitive, affective, and psychomotor domains being assessed, and ensuring congruency between learning outcomes and assessment techniques. It discusses Bloom's and Romiszowski's taxonomies and provides examples of verbs to use for different levels. The conclusion emphasizes the importance of aligning assessments with the intended learning outcomes.
This document discusses key concepts related to research, including:
1. Research is defined as a systematic process involving a question, collection of data, and analysis/interpretation of that data to increase understanding.
2. The main steps in conducting research are identifying a problem, reviewing literature, specifying a research purpose, collecting and analyzing data, and reporting/evaluating findings.
3. A research question guides the research process by focusing efforts on collecting and analyzing information from multiple sources to present an original argument. Characteristics of a good research question include being specific, clear, and referring to the problem or phenomenon under study.
This document provides an overview of quantitative research designs, including descriptive and experimental designs. Descriptive designs are used to describe subjects that are usually measured once, and include descriptive surveys, normative surveys, document analysis, comparative studies, correlational studies, and evaluative studies. Experimental designs measure subjects before and after a treatment and include true experiments and quasi-experiments. Correlational research measures the association between two variables. The document discusses different quantitative methodologies and provides an example of how to describe the methodology in a research study. It also includes an activity that asks the reader to classify example research topics as descriptive, experimental, or correlational in design.
This document outlines the content of an advanced research methodology course for doctoral students. The course aims to equip students with research skills and the ability to choose appropriate research methods based on the research problem. It justifies the need for the course by explaining that it will ground students in qualitative and quantitative research paradigms and help them understand how methodology informs results. The course content includes an overview of the research process, conceptualization, formulating problems, research designs, ethics, data collection techniques, analysis, and report writing. Teaching methods incorporate lectures, tutorials, and presentations.
Research Methodology for course work studentsShwetaShah94
Christ University's mission is to provide holistic development to students to contribute effectively to society. Its vision is excellence and service, with core values of faith in God, moral uprightness, love for others, social responsibility, and pursuit of excellence. The class discusses research methodology, including the meaning of research, types of research methods versus methodology, the scientific method, literature reviews, problem selection, research proposals, and impact factors of journals. Research is defined as a systematic process of collecting and analyzing information to answer questions through reliable procedures. The goal is to gain new insights or accurately portray characteristics of individuals, situations, or groups.
This document outlines the objectives and content of a research methodology course. It aims to help students develop an understanding of research and its methodologies. Key topics that will be covered include defining research, terminology used in research, types of research classified by application, objectives and inquiry mode, qualities of good research, and the eight-step research process involving planning, conducting, and reporting a study. Research is defined as a systematic, scientific search for knowledge on a specific topic. Methodology refers to the methods and techniques used to implement a research plan.
This document outlines the objectives and content of a research methodology course. The course aims to develop an understanding of research and its methodologies. It will cover defining research and key terminology, the different types of research classified by application and objectives, the research process, selecting research topics and problems, formulating hypotheses and objectives, literature reviews, and other aspects of designing and conducting research.
This document outlines the objectives and content of a research methodology course. The course aims to develop an understanding of research and its methodologies. It will cover defining research and key terminology, the different types of research classified by application and objectives, the research process, how to select a research problem, formulating hypotheses and objectives, and what constitutes a literature review. The document provides definitions and examples to explain these various aspects of the research process.
TSLB3143 Topic 1a Research in EducationYee Bee Choo
Here are three references in APA format:
Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
Smith, L. M. (2017). Developing reading comprehension skills in elementary students. Reading Teacher, 71(3), 295-299. https://doi.org/10.1002/trtr.1623
Brown, C. L., Schell, R., Denton, R., & Knode, E. (2019). Family literacy coaching: Partnering with parents for reading success. School Community Journal, 28(1), 63-86.
Class 6 research quality in qualitative methods 3 2-17tjcarter
This document discusses key ethical issues and methodological considerations for conducting Scholarship of Teaching and Learning (SoTL) research. It outlines assumptions of qualitative research designs, including that they seek to understand meaning and experience rather than generate generalized knowledge. It also discusses eight stages of formative research to generate options and assess interventions. The document emphasizes rigor in qualitative research through credibility, transferability, dependability, and confirmability. It explores mixed methods approaches and priorities for integrating qualitative and quantitative methods.
Critical Appraisal Process for Quantitative ResearchAs you cri.docxwillcoxjanay
Critical Appraisal Process for Quantitative Research
As you critically appraise studies, follow the steps of the critical appraisal process presented in Box 18-1. These steps occur in sequence, vary in depth, and presume accomplishment of the preceding steps. However, an individual with critical appraisal experience frequently performs multiple steps of this process simultaneously. This section includes the three steps of the research critical appraisal process applied to quantitative studies and provides relevant questions for each step. These questions are not comprehensive but have been selected as a means for stimulating the logical reasoning and analysis necessary for conducting a study review. Persons experienced in the critical appraisal process formulate additional questions as part of their reasoning processes. We cover the identification of the steps or elements of the research process separately because persons who are new to critical appraisal often only conduct this step. The questions for determining the study strengths and weaknesses are covered together because this process occurs simultaneously in the mind of the person conducting the critical appraisal. Evaluation is covered separately because of the increased expertise needed to perform this final step.
Step I: Identifying the Steps of the Quantitative Research Process in Studies
Initial attempts to comprehend research articles are often frustrating because the terminology and stylized manner of the report are unfamiliar. Identification of the steps of the research process in a quantitative study is the first step in critical appraisal. It involves understanding the terms and concepts in the report; identifying study elements; and grasping the nature, significance, and meaning of the study elements. The following guidelines are presented to direct
you in the initial critical appraisal of a quantitative study.
Guidelines for Identifying the Steps of the Quantitative Research Process
The first step involves reviewing the study title and abstract and reading the study from beginning to end (review the key principles in Box 18-2). As you read, address the following questions about the research report: Was the writing style of the report clear and concise? Were the different parts of the research report plainly identified (APA, 2010)? Were relevant terms defined?
You might underline the terms you do not understand and determine their meaning from the glossary at the end of this textbook. Read the article a second time and highlight or underline each step of the quantitative research process. An overview of these steps is presented in Chapter 3. To write a critical appraisal identifying the study steps, you need to identify each step concisely and respond briefly to the following guidelines and questions:
I. Introduction
A. Describe the qualifications of the authors to conduct the study, such as research expertise, clinical experience, and educational preparation. Doctoral .
This study guide covers topics related to adulthood, work, and retirement for an industrial/organizational psychology doctoral exam. It outlines key definitions, theories of development from Erikson to Levinson to Gould, stages of adulthood including early, middle, and late adulthood. It discusses baby boomers and generational differences. For late adulthood/old age, it reviews biological, cognitive, and psychosocial changes as well as demographic data and theoretical approaches to understanding aging. Work is discussed in relation to the different stages of adulthood.
La guía de estudio cubre varios temas relacionados con los desórdenes de fluidez, incluyendo definiciones, teorías, factores, tipos de disfluencias, proceso de evaluación e intervención. Se discuten conceptos clave como tartamudez, fluidez, disfluencia y tartajeo. También se explican diferentes teorías sobre los factores que influyen en la tartamudez y el proceso de evaluación e intervención para estos desórdenes.
Este documento describe el servicio de préstamo interbibliotecario que permite a estudiantes, facultad y personal obtener recursos no disponibles en su biblioteca mediante préstamos de otras instituciones, sujetos a las políticas y tiempos de préstamo de cada biblioteca; aunque la biblioteca no cobra por el servicio, la mayoría de bibliotecas sí tienen un costo que se le transferirá al solicitante.
This document provides a course syllabus for a class on the socio-cultural bases of behavior in Puerto Rico. The 3-credit course will review topics like population, migration, urbanization, employment, housing, and social problems in Puerto Rico. It will analyze how rapid social changes have affected relationships, development, and social norms. The 14-unit course will cover topics such as demographic characteristics, economic development, politics, art, folklore, and major psychosocial problems in Puerto Rico. Students will learn theories of social change and discuss how history and culture shape personality and behavior on the island.
This document outlines the syllabus for a course on cross-cultural methods of measurement and evaluation. The course introduces students to translating and adapting tests across cultures, with a focus on translating a test from another culture into Puerto Rican culture. Students will learn about concepts of validity and reliability in cross-cultural research, sampling methods, scientific translation techniques, and assessing personality, psychopathology, abilities, and acculturation across cultures. The course is divided into 14 units taught over 45 hours, with assignments including research projects, presentations, and a final exam.
This document provides information on a course titled "Psychotherapy Research in Clinical Practice" including:
- The course aims to teach students how to empirically assess psychotherapy interventions and expose students to recent advances in the field including empirically supported psychotherapies.
- The course objectives are for students to develop research and critical thinking skills to apply to clinical practice and acquire comprehensive clinical skills to impact practice.
- The course will cover topics like quantitative and qualitative reviews of psychotherapy research, debates around issues like using treatment manuals, and empirically supported therapies for disorders like anxiety, PTSD, and depression.
This document provides an overview of a course on theories of learning and motivation. The course is divided into 14 units that cover major classical and contemporary theories. Students will learn about behavioral theories from Pavlov, Thorndike, Skinner, and Watson. They will also learn cognitive theories from Tolman, Piaget, and information processing models. Assessment includes essays, debates, exams, and research projects applying the theoretical perspectives to psychological interventions. Required readings include textbooks on learning theory and motivation from Driscoll, Deckers, and supplementary books and articles.
This document provides the course description, objectives, required textbooks, units, and evaluation criteria for an advanced psychopathology course. The key points are:
- The course exposes students to the DSM-IV-TR diagnostic system and develops skills in applying psychopathology concepts.
- Students learn about clinical theories of psychopathology and current research in the field.
- Course units cover personality disorders, schizophrenia, organic disorders, substance abuse disorders, and other topics.
- Students are evaluated through exams, research papers, presentations, and other criteria.
This document provides the syllabus for a course on psychopathology. The course aims to help students understand psychopathology concepts using the DSM-IV-TR diagnostic system. It covers dysfunctional behavior classification, conceptual issues regarding cross-cultural differences, and relevant psychopathology theories. The syllabus outlines 15 units that will examine topics like the history of psychopathology, diagnostic models, psychobiological and sociocultural perspectives, specific disorders, and mental status assessments. Students will be evaluated based on exams, assignments, and a term paper to demonstrate their understanding of psychopathology diagnosis and cultural factors.
This course covers lifespan human development from a physiological, historical, socio-cultural, economic, and psychological perspective with emphasis on social, emotional, and intellectual factors in the Puerto Rican context. The course reviews major developmental theories and research and applies concepts to clinical and research practice. It is divided into 15 units covering topics from prenatal development through late adulthood. Assessment includes exams, papers, projects, and presentations. Students learn to apply knowledge to psychology practice and consider cultural and ethnic influences on development.
This document provides a master syllabus for a social and transcultural psychology course. The 3-credit course will examine topics such as interpersonal communication, attitudes, social perception, and relationships. It will explore how social psychology varies across cultures. Students will learn major theories and research methods. They will also analyze how social psychology applies to Puerto Rican society. The syllabus outlines 12 class units on topics like social cognition, the self, and relationships. It lists learning objectives, topics, readings and assessment methods for the course.
This document provides a syllabus for a course on theories of learning and motivation. The 3-credit, 45-hour course will cover classical, operant, and cognitive learning theories as well as motivational theories including those of Freud, Maslow, and Skinner. Students will complete reading assignments, participate in discussions and debates, and take a midterm and final exam. Topics will be covered over 14 units and learning objectives are provided for each unit.
This document provides a master syllabus for a graduate course titled "Advanced Techniques of Psychotherapy". The 3-credit, 45-hour course focuses on advancing students' knowledge and skills in psychotherapy. Students will learn to apply and integrate therapeutic models in clinical case management, with an emphasis on the theoretical and practical integration of techniques. Key topics include case conceptualization, various psychotherapy models and their scientific basis, and using evidence-based approaches with special patient populations. Evaluation methods may include papers, projects, literature reviews and exams.
This course reviews techniques of psychotherapy. It will explain different styles and theories of psychotherapy to stimulate critical thinking. Students will apply techniques during clinical practice, stressing intervention with Hispanic clients. The course objectives are to analyze key concepts of different approaches and discuss their application to diverse populations, including Puerto Ricans. Students will learn strategies and techniques of therapies like psychoanalysis, cognitive behavioral therapy, and humanistic therapies. They will also explore important issues like cultural factors, ethics, and their role as effective therapists.
This document outlines the syllabus for a 3-credit course on comparative theories of personality and psychotherapy. The course provides a critical analysis of major personality theories and their application to psychotherapy. It analyzes constructs from different perspectives and emphasizes approaches to personality research. Application of theories to Puerto Rican and other ethnic minority populations is also considered. The syllabus lists course objectives, required text, instructional methods, evaluation criteria, policies, and a detailed itinerary of 12 class units covering major personality theories.
This course provides an overview of theories of cognition, perception, and memory. It will discuss different theories and their limitations over 14 units across 45 hours. The course will familiarize students with basic neuropsychological principles in studying perception, memory, and cognition. Key topics include the nervous system, cortical maps, perception and agnosia, attention, memory, emotion, learning and language, executive functions, and neurological disorders. Evaluation includes exams, research projects, and class participation.
This document outlines the syllabus for a course on Physiological Psychology. The course examines the physiological bases of behavior, including the structure and function of the nervous system. Over 15 units, students will learn about topics like neurochemistry, the senses, movement, sleep, emotion, learning and memory. Assessment includes exams, class participation, and research projects. The goal is for students to understand the relationship between physiology and behavior, and how various pathologies and disorders relate to human physiology.
This document provides a course syllabus for an ethics and professional conduct course in psychology. The 3-credit, 45-hour course introduces topics related to ethical issues, legal issues, and professional conduct in the practice of psychology. It addresses issues like value conflicts, decision making, maintaining high standards, confidentiality, research ethics, and legal aspects like malpractice and licensing. The syllabus outlines 14 class units that will be covered over the semester, required textbooks, evaluation methods, and policies on attendance and accommodating students with disabilities.
This document provides an overview of a course on techniques of correlation and multiple regression. The course aims to familiarize students with correlation and regression techniques for analyzing research data. Topics include measures of correlation for different variable types, multiple regression, and tests of significance. The course consists of 12 units covering these topics through lectures, assignments, and projects. Students will learn to calculate correlations, conduct regression analyses, and interpret results.
This document provides the syllabus for a 3-credit course on analysis of variance (ANOVA). The course explores principles and applications of ANOVA for analyzing research data in psychology. Topics include one-factor, two-factor, and repeated measures ANOVA, multiple comparisons procedures, and analysis of covariance. Students learn to apply ANOVA procedures to research data and interpret results. The syllabus outlines 14 units covering these topics, as well as course objectives, prerequisites, required textbooks, evaluation methods, and policies.
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
UiPath Test Automation using UiPath Test Suite series, part 5DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 5. In this session, we will cover CI/CD with devops.
Topics covered:
CI/CD with in UiPath
End-to-end overview of CI/CD pipeline with Azure devops
Speaker:
Lyndsey Byblow, Test Suite Sales Engineer @ UiPath, Inc.
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
Essentials of Automations: The Art of Triggers and Actions in FMESafe Software
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
Maruthi Prithivirajan, Head of ASEAN & IN Solution Architecture, Neo4j
Get an inside look at the latest Neo4j innovations that enable relationship-driven intelligence at scale. Learn more about the newest cloud integrations and product enhancements that make Neo4j an essential choice for developers building apps with interconnected data and generative AI.
Full-RAG: A modern architecture for hyper-personalizationZilliz
Mike Del Balso, CEO & Co-Founder at Tecton, presents "Full RAG," a novel approach to AI recommendation systems, aiming to push beyond the limitations of traditional models through a deep integration of contextual insights and real-time data, leveraging the Retrieval-Augmented Generation architecture. This talk will outline Full RAG's potential to significantly enhance personalization, address engineering challenges such as data management and model training, and introduce data enrichment with reranking as a key solution. Attendees will gain crucial insights into the importance of hyperpersonalization in AI, the capabilities of Full RAG for advanced personalization, and strategies for managing complex data integrations for deploying cutting-edge AI solutions.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdfMalak Abu Hammad
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
Best 20 SEO Techniques To Improve Website Visibility In SERPPixlogix Infotech
Boost your website's visibility with proven SEO techniques! Our latest blog dives into essential strategies to enhance your online presence, increase traffic, and rank higher on search engines. From keyword optimization to quality content creation, learn how to make your site stand out in the crowded digital landscape. Discover actionable tips and expert insights to elevate your SEO game.
Dr. Sean Tan, Head of Data Science, Changi Airport Group
Discover how Changi Airport Group (CAG) leverages graph technologies and generative AI to revolutionize their search capabilities. This session delves into the unique search needs of CAG’s diverse passengers and customers, showcasing how graph data structures enhance the accuracy and relevance of AI-generated search results, mitigating the risk of “hallucinations” and improving the overall customer journey.
Programming Foundation Models with DSPy - Meetup SlidesZilliz
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
“An Outlook of the Ongoing and Future Relationship between Blockchain Technologies and Process-aware Information Systems.” Invited talk at the joint workshop on Blockchain for Information Systems (BC4IS) and Blockchain for Trusted Data Sharing (B4TDS), co-located with with the 36th International Conference on Advanced Information Systems Engineering (CAiSE), 3 June 2024, Limassol, Cyprus.
How to Get CNIC Information System with Paksim Ga.pptxdanishmna97
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
1. CARLOS ALBIZU UNIVERSITYSAN JUAN CAMPUS<br />MASTER SYLLABUS<br />PSYF-588: THEORY OF TESTS AND TEST CONSTRUCTION<br /> <br />CREDITS: 3CONTACT HOURS: 45<br /> <br />COURSE DESCRIPTION<br /> <br />The goal of this course is to present the major principles of test construction in psychological measurement. Methods for determining validity and reliability will be examined by performing class exercises. The content also includes the study of scaling methods such as Guttman, Thurstone, and Likert scales. Moreover, students will apply knowledge from the course to construct their own assessment instruments.<br /> <br />PRE-REQUISITES<br />PSYF-568 Applied Inferential Statistics<br /> <br />COURSE OBJECTIVES<br /> <br />This course provides graduate students in psychology basic knowledge in measurement and test development. Students will be able to make responsible and professional decisions in selecting or developing instruments. <br /> <br /> <br />REQUIRED TEXT BOOKS<br /> <br />DeVellis, R.F. (2003). Scale development: Theory and application (2nd ed.). London: Sage Publications. ISBN-10: 0761926054; ISBN-13: 978-0761926054<br />Kline, T. (2005). Psychological testing: A practical approach to design and evaluation. Thousand Oaks, CA: Sage Publications. ISBN-10: 1412905443; ISBN-13: 978-1412905442<br />Kline, P. (2000). Handbook of psychological testing (2nd ed.). New York: Routledge. ISBN-10: 0415211581; ISBN-13: 978-0415211581<br />Tornimbeni, S., Pérez, E., Olaz, F., & Fernández, A. (2004). Introducción a los test psicológicos (3era ed. rev.). Argentina: Editorial Brujas. ISBN-10: 9871142242<br />ITINERARY OF CLASS UNITS<br />UNIT 1:Basic concepts, historical background, and measurement models<br />UNIT 2:General steps of the test construction process <br />UNIT 3:Item construction: Sensitivity to cultural and individual variables<br />UNIT 4:Validity<br />UNIT 5:Item analysis<br />UNIT 6:Reliability<br />UNIT 7:Development of the test manual and the test administration process<br />UNIT 8:Review of statistical concepts<br />UNIT 9:Norms and standard scores<br />UNIT 10:Discriminatory power of the test<br />UNIT 11:Ethical principles and their role in the test construction process<br />COURSE CONTACT HOURS <br />Professors who teach the course must divide the contact hours the following way:<br />Face-to-face time in the classroom must not be less than 40.0 hours (16 classes, 2.5 hours each class).<br />For the remaining hours (≥ 5.0 hours), students will conduct research projects or homework outside the classroom. These projects or homework will include, but are not limited to, literature review, field work (i.e. experts evaluation of item content validity, instrument administration), statistical analysis with SPSS, and writing the test manual.<br />METHODOLOGY<br /> <br />The specific methodology will be selected by the professor who offers the course. These methodologies could include, but would not be limited to, conferences by the professor, group discussions of assigned readings, class research projects, student presentations, individual meetings with students and sub-groups in the classroom.<br /> <br /> EDUCATIONAL TECHNIQUES<br /> <br />The specific educational techniques will be selected by the professor who offers the course. These techniques could include, but are not limited to, group or individual projects, debates, practical demonstrations, films/videos, simulations, slide shows and forums.<br />EVALUATION<br /> <br />The specific evaluation criteria will be selected by the professor who offers the course. These methodologies could include, but would not be limited to, term papers, projects, literature reviews, exams and class presentations. Three partial exams are recommended to examine the material discussed.<br /> <br />The development of a scale or test in an area of interest for the student is highly recommended. The student should identify a psychological construct of his/her interest, develop items to measure it, administer these items to a sample, and analyze its psychometric properties (item discrimination index, validity, reliability, norms).<br />RESEARCH COMPETENCIES<br />Compare/contrast the principles of several theories pertaining to test use<br />Evaluate and select research instruments that are appropriate for a particular research project<br />Design, develop, and validate research instruments<br />Select statistical tests that are appropriate for data analysis<br />Interpret the results of statistical data analysis, including descriptive and inferential statistics<br />Perform a literature research of the formulate research problem<br />Evaluate and analyze critically quantitative research that is presented in the literature<br /> <br />ATTENDANCE POLICY<br />Class attendance is mandatory for all students. After two unexcused absences, the student will be dropped from the class, unless the professor recommends otherwise. When a student misses a class, he/she is responsible for the material presented in class. <br />AMERICANS WITH DISABILITIES ACT (ADA)<br />Students that need special accommodations should request them directly to the professor during the first week of class.<br />COURSE UNITS<br />UNIT 1: BASIC CONCEPTS, HISTORICAL BACKGROUND, AND MEASUREMENT MODELS<br /> <br />Upon successful completion of this unit, students will understand basic concepts commonly used in test theory, test historical background, and models of measurement.<br /> <br />LEARNING OBJECTIVES:<br /> <br />Upon successful completion of this unit, students will be able to:<br /> <br />Define the concept of test, measurement, and assessment<br />Identify different types of tests<br />Identify the purposes of tests<br />Review the historic development of test theory and test development <br />Identify cultural sensitive problems most commonly encountered in test development in Puerto Rico<br />Identify the differences between classic test theory and modern test theory<br />Discuss the concept of individual differences and its impact in assessment<br /> <br />ASSIGNED READINGS:<br /> <br />Kline (2005)<br />Chapter 1 – The Assessment of Individuals: The Critical Role and Fundamentals of Measurement<br />Chapter 5 – Classic Test Theory: Assumptions, Equations, Limitations, and Item Analyses<br />Chapter 6 – Modern Test Theory: Assumptions, Equations, Limitations, and Item Analyses<br />DeVellis (2003)<br />Chapter 7 – An Overview of Item Response Theory<br />3. Tornimbeni et al. (2004)<br />Chapter 1 – Fundamentos de la Medición Psicológica<br />Chapter 2 – Evolución Histórica de los Tests<br />Chapter 3 – Paradigmas de la Psicometría<br />Cirino, G., Herrans, L.L. & Rodríguez, J.M. (1988). El futuro de la medición psicológica en Puerto Rico: Predicciones y recomendaciones. En Memorias Primer Simposio de Medición Psicológica en Puerto Rico. Asociación de Psicología de Puerto Rico.<br />UNIT 2: GENERAL STEPS OF THE TEST CONSTRUCTION PROCESS<br /> <br />Upon successful completion of this unit, students will learn how to construct a test.<br /> <br />LEARNING OBJECTIVES:<br /> <br />Upon successful completion of this unit, students will be able to:<br /> <br />List the steps in test construction<br />Explain the procedures for preparing test specifications<br />Discuss the importance of test specifications<br />Examine the process followed in the preliminary item tryouts<br />Discuss the importance of the test sensitivity review<br /> <br />ASSIGNED READINGS:<br /> <br />DeVellis (2003)<br />Chapter 5 – Guidelines in Scale Development<br />2. Tornimbeni et al. (2004)<br />Chapter 8 – Construcción de Pruebas<br />Chapter 9 – Adaptación de Tests a Diversas Culturas<br />3. Cirino, G. (1992). Introducción al desarrollo de pruebas escritas. Río Piedras, PR: Editorial Bohío.<br />Chapter 3 – Planificación de una Prueba Educativa<br />Chapter 4 – Planificación de una Prueba de Selección de Personal<br />4. Murphy, K.R. & Davidshofer, C.O. (2001). Psychological testing: Principles and applications. New Jersey: Prentice Hall.<br />Chapter 11 – The Process of Test Development <br />UNIT 3: ITEM CONSTRUCTION: SENSITIVITY TO CULTURAL AND INDIVIDUAL VARIABLES<br /> <br />Upon successful completion of this unit, students will understand how to construct a list of items.<br /> <br /> <br />LEARNING OBJECTIVES:<br /> <br />Upon successful completion of this unit, students will be able to:<br /> <br />1. Explain the procedures followed in the construction of test items:<br />essay test items<br />two-option alternate-response test items (true or false)<br />multiple choice test items<br />matching test items<br />completion or fill-in items<br />interest and personality inventories items<br />attitude scales items<br />projective techniques items<br />2. Discuss the important aspects of item reviews<br /> <br />ASSIGNED READINGS:<br />1. Kline (2005)<br />Chapter 2 – Designing and Writing Items<br />Chapter 3 – Designing and Scoring Responses<br />2. Kline (2000) <br />Chapter 5 – Rasch Scaling and Other Scales<br />Chapter 6 – Computerized and Tailored Testing<br />Chapter 11 – Other Methods of Test Construction<br />3. DeVellis (2003)<br />Chapter 5 – Guidelines in the Scale Development <br />4. Cirino, G. (1992). Introducción al desarrollo de pruebas escritas. Río Piedras, PR: Editorial Bohío.<br />Chapter 5 – Formulación de Preguntas de Múltiples Alternativas<br />UNIT 4: VALIDITY<br />Upon successful completion of this unit, students will understand the concept of validity. <br /> <br /> <br />LEARNING OBJECTIVES:<br /> <br />Upon successful completion of this unit, students will be able to:<br /> <br />Define the concept of validity<br />Define the three major approaches to test validation<br />Explain the steps to be followed in content validation<br />Explain the steps to be followed in criterion related validation<br />Explain the construct validation process<br />Apply the formulas for computing each type of validity<br />Explain the results obtained from a validation process<br />Describe and analyze the practical consideration in each type of validation process<br />Establish the relationship between validity and reliability<br /> <br />ASSIGNED READINGS:<br />1. Kline (2005)<br />Chapter 9 – Assessing Validity Using Content and Criterion Methods<br />Chapter 10 – Assessing Validity via Item Internal Structure<br /> <br />2. Kline (2000)<br />Chapter 2 – The Validity of Psychological Tests<br />3. DeVellis (2003)<br />Chapter 4 – Validity<br />4. Tornimbeni et al. (2004)<br />Chapter 6 – Validez<br /> <br />5. Lawshe, C.H. (1975). A quantitative approach to content validity. Personnel Psychology, 28, 563-575.<br />6. Rungtunsanatham, M. (1998, July). Let’s not overlook content validity. Decision Line, 10-13. <br />UNIT 5:ITEM ANALYSIS<br />Upon successful completion of this unit, students will understand the item analysis process. In addition, students will be able to understand the role of SPSS in the item analysis process.<br /> <br />LEARNING OBJECTIVES:<br /> <br />Upon successful completion of this unit, students will be able to:<br /> <br />Define item analysis<br />Discuss the concepts of item difficulty (i.e. P and Delta) and item discrimination (i.e. D and rbis)<br />Describe the steps followed in item analysis<br />Apply the formulae for computing item difficulty and discrimination<br />Interpret the results obtained from an item analysis<br />Use SPSS to perform item analysis<br /> ASSIGNED READINGS:<br /> <br />1. Kline (2005)<br />Chapter 5 – Classic Test Theory: Assumptions, Equations, Limitations, and Item Analyses<br />2. Kline (2000)<br />Chapter 10 – Test Construction – Factor Analytic and Item Analytic Methods<br />3. DeVellis (2003)<br />Chapter 7 – An Overview of Item Response Theory<br />4. Tornimbeni et al. (2004)<br />Chapter 8 – Construcción de Pruebas<br />5. Cirino, G. (1992). Introducción al desarrollo de pruebas escritas. Río Piedras, PR: Editorial Bohío.<br />Chapter 9 – Análisis de Ítems<br />6. Sayers, S., & Vélez, M. (2006, noviembre). Using SPSS for the final project of the PSYF-588 course. Unpublished manuscript, Carlos Albizu University, San Juan Campus, PR.<br />7. Field, A. (2005). Discovering statistics using SPSS for Windows (2nd ed.). London: SAGE Publications. <br />Chapter 2 – The SPSS Environment<br />Chapter 15.7 – Reliability Analysis<br />UNIT 6:RELIABILITY<br />Upon successful completion of this unit, students will understand the concept of reliability and develop skills in the statistical procedures for its estimation. In addition, students will be able to understand the role of SPSS in the reliability analysis process<br /> <br /> <br />LEARNING OBJECTIVES:<br /> <br />Upon successful completion of this unit, students will be able to:<br /> <br />Define the concept of reliability<br />Explain the procedures for estimating reliability: test-retest, equivalent forms, internal consistency (i.e. split half, Cronbach's alpha), and scorer reliability<br />Apply the formulas for computing the different types of reliability<br />Explain the results of a reliability coefficient<br />Identify the sources of unreliability<br />Use SPSS to perform reliability analysis<br /> ASSIGNED READINGS:<br /> <br />Kline (2005)<br />Chapter 7 – Reliability of Test Scores and Test Items <br />Chapter 8 – Reliability of Raters<br />Kline (2000)<br />Chapter 1 – Reliability of Tests: Practical Tests<br />DeVellis (2003)<br />Chapter 3 – Reliability<br />Tornimbeni et al. (2004)<br />Chapter 5 – Confiabilidad<br />5. Field, A. (2005). Discovering statistics using SPSS for Windows (2nd ed.). London: SAGE Publications. <br />Chapter 15.7 – Reliability Analysis<br />UNIT 7:DEVELOPMENT OF THE TEST MANUAL AND THE TEST ADMINISTRATION PROCESS<br />Upon successful completion of this unit, students will understand how a test manual is prepared. Also, they will understand the process involved in developing the test administration process.<br />LEARNING OBJECTIVES:<br /> <br />Upon successful completion of this unit, students will be able to:<br /> <br />Identify the information that should be part of a test manual<br />Discuss the importance of standardization of procedures in test administration<br />Define the concept of test anxiety<br />Explain how motivation affects test performance<br />Discuss the importance of preparation of the examiner and supervision in test administration<br /> <br />ASSIGNED READINGS:<br />1. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.<br />Chapter 3 – Test Development and Revision<br />Chapter 5 – Test Administration, Scoring, and Reporting<br />Chapter 7 – Fairness in Testing and Test Use<br />Chapter 8 – The Rights and Responsibilities of Test Takers<br />Chapter 9 – Testing Individuals of Diverse Linguistic Backgrounds<br />Chapter 10 – Testing Individuals with Disabilities <br />UNIT 8:REVIEW OF STATISTICAL CONCEPTS<br />Upon successful completion of this unit, students will know the statistical concepts most commonly used in measurement. <br /> <br /> <br />LEARNING OBJECTIVES:<br /> <br />Upon successful completion of this unit, students will be able to:<br /> <br />Recapitulate previously learned statistical concepts: scales of measurement, sampling, frequency distribution, measures of central tendency, variability, and correlation<br />Differentiate among methods of sampling<br />Apply the formula for obtaining a sample from a known population and interpret the results<br />Apply the formula for stratified sampling and interpret the results<br />Apply the guessing correction formula and interpret the results<br /> <br />ASSIGNED READINGS:<br /> <br />Kline (2005)<br />Chapter 1 – The Assessment of Individuals: The Critical Role and Fundamentals of Measurement<br />Chapter 4 – Collecting Data: Sampling and Screening<br />2. Murphy, K.R. & Davidshofer, C.O. (2001). Psychological testing: Principles and applications. New Jersey: Prentice Hall.<br />Chapter 4 – Basic Concepts in Measurement and Statistics<br />3. Daniel, W.W. (2006). Bioestadística: Base para el análisis de las ciencias de la salud (4ta ed.). México: Limusa Wiley.<br />Chapter 1 – Introducción a la Bioestadística<br />Chapter 2 – Estadística Descriptiva<br />Chapter 9 – Regresión y Correlación Lineal Simple<br />UNIT 9:DEVELOPMENT OF NORMS AND STANDARDIZED SCORES<br />Upon successful completion of this unit, students will understand how to develop test norms. In addition, students will learn the importance of using standardized scores. Finally, students will be able to explain how the standard error measurement is used to establish confidence levels for standard scores.<br /> <br /> <br />LEARNING OBJECTIVES:<br /> <br />Upon successful completion of this unit, students will be able to:<br /> <br />Discuss the basic steps in the development of test norms<br />Assess the importance of describing the norms development process in the test manual<br />Describe common standard scores: z score, T score, stanines, percentiles, and percentile rank<br />Apply the formulae for the different standard scores and interpret the results<br />Define the concept of standard error of measurement<br />Apply the formula for computing the standard error of measurement<br />Explain the results of the standard error of measurement<br />Use SPSS to calculate standardized scores and the standard error of measurement<br /> <br /> <br />ASSIGNED READINGS:<br /> <br />1. Kline (2000)<br />Chapter 3 – The Classical Model of Test Error<br />Chapter 4 – Standardizing the Test<br />2. Tornimbeni et al. (2004)<br />Chapter 5 – Interpretación de las Puntuaciones: Tests Referidos a Normas y Criterios<br />3. Murphy, K.R. & Davidshofer, C.O. (2001). Psychological testing: Principles and applications. New Jersey: Prentice Hall.<br />Chapter 5 – Scales, Transformations, and Norms<br />4. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.<br />Chapter 4 – Scales, Norms, and Score Comparability<br />UNIT 10:DISCRIMINATORY POWER OF THE TEST<br /> <br />Upon successful completion of this unit, students will learn how to compute the discriminatory power of a test and interpret its results.<br /> <br /> <br />LEARNING OBJECTIVES:<br /> <br />Upon successful completion of this unit, students will be able to:<br /> <br />Apply Ferguson's Delta formula and interpret the results<br />Understand the difference between the discriminatory power of a test and the discrimination index of an item<br />ASSIGNED READINGS:<br /> <br />1. Kline (2000)<br />Chapter 2 – The Validity of Psychological Tests<br />UNIT 11:ETHICAL PRINCIPLES AND CONSIDERATIONS<br /> <br />Upon successful completion of this unit, students will understand the ethical principles involved in test development.<br /> <br /> <br />LEARNING OBJECTIVES:<br /> <br />Upon successful completion of this unit, students will be able to:<br /> <br />1. Identify the ethical and professional principles involved in test development.<br />2. Examine the impact of the violation of these principles.<br />ASSIGNED READINGS:<br />1. Kline (2005)<br />Chapter 11 – Ethics and Professional Issues in Testing <br />2. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. 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