This document discusses the early history of validity from the 1800s to 1951. Some key developments include the introduction of standardized exams in the 1800s in England, France, Germany, and the US. In the early 1900s, tests were developed to discriminate between capable and incapable children. The goal was to apply scientific methods to education through tests of achievement and mental ability. This led to more objective and standardized assessment tools. Definitions and approaches to validity evolved over this period from a focus on logical analysis to incorporating empirical evidence through correlations with criteria. Debates emerged around different conceptions of validity, such as practical versus factorial validity, and how to best define criteria.
The document discusses the three stages of "End in Mind Design" for instructional planning:
1) Identify Desired Results - Determine learning goals, essential questions, and objectives.
2) Plan Assessment Evidence - Design summative and formative assessments to evaluate student understanding.
3) Design the Learning Plan - Create learning activities aligned to goals and assessments to help students meet objectives. The process emphasizes understanding goals and assessing learning before planning instruction.
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 summarizes a research project investigating students' conceptual understanding and misconceptions about force and motion. The researcher administered three tests - the Force Concept Inventory, Mechanics Baseline Test, and Force and Motion Conceptual Evaluation - to science students from various schools. Results showed that students had lower achievement scores than misconception scores, indicating many held alternative conceptions. Gender and school type generally did not significantly impact misconception levels. The researcher concludes many students have misconceptions and suggests teaching approaches to minimize them, such as considering students' backgrounds and experiences.
Standardized testing originated in the early 20th century and was pushed in schools during the Cold War to compare math and science skills. The public has mixed views on testing and whether scores should be publicly reported. For primary students, tests can boost confidence but also lower self-esteem, while developing study skills but potentially discouraging those who don't score high. In high school, tests prepare students for college but also increase stress and workloads. Current issues include teachers being fired for low scores and equal testing of English learners. The future may see continued funding linkage to scores and more school reform pressure.
The document discusses the differences between norm-referenced tests and criterion-referenced tests. Norm-referenced tests are designed to rank students compared to other students, while criterion-referenced tests measure students' mastery of specific learning objectives. Key differences include the purpose of classification versus measurement of objectives, how test content is selected based on ranking students or curriculum, and how scores are interpreted based on norms or standards. Both can be standardized to allow comparison of scores.
The document analyzes questionnaires given to students in two classes (4B and 4C) before and after participating in an English language learning program that incorporated a wiki and learning diary. It finds that:
- Students in 4C had a significantly more positive perception of the program after participating, while students in 4B showed no significant changes.
- The dimension students in both classes disliked most was having their work visible to others (WO), though 4C students' views of this improved significantly.
- More dimensions and items fell below the threshold of satisfaction in 4B after the program, while fewer did so in 4C.
- 4C students significantly improved their views of the dimensions and items that
The document discusses the three stages of "End in Mind Design" for instructional planning:
1) Identify Desired Results - Determine learning goals, essential questions, and objectives.
2) Plan Assessment Evidence - Design summative and formative assessments to evaluate student understanding.
3) Design the Learning Plan - Create learning activities aligned to goals and assessments to help students meet objectives. The process emphasizes understanding goals and assessing learning before planning instruction.
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 summarizes a research project investigating students' conceptual understanding and misconceptions about force and motion. The researcher administered three tests - the Force Concept Inventory, Mechanics Baseline Test, and Force and Motion Conceptual Evaluation - to science students from various schools. Results showed that students had lower achievement scores than misconception scores, indicating many held alternative conceptions. Gender and school type generally did not significantly impact misconception levels. The researcher concludes many students have misconceptions and suggests teaching approaches to minimize them, such as considering students' backgrounds and experiences.
Standardized testing originated in the early 20th century and was pushed in schools during the Cold War to compare math and science skills. The public has mixed views on testing and whether scores should be publicly reported. For primary students, tests can boost confidence but also lower self-esteem, while developing study skills but potentially discouraging those who don't score high. In high school, tests prepare students for college but also increase stress and workloads. Current issues include teachers being fired for low scores and equal testing of English learners. The future may see continued funding linkage to scores and more school reform pressure.
The document discusses the differences between norm-referenced tests and criterion-referenced tests. Norm-referenced tests are designed to rank students compared to other students, while criterion-referenced tests measure students' mastery of specific learning objectives. Key differences include the purpose of classification versus measurement of objectives, how test content is selected based on ranking students or curriculum, and how scores are interpreted based on norms or standards. Both can be standardized to allow comparison of scores.
The document analyzes questionnaires given to students in two classes (4B and 4C) before and after participating in an English language learning program that incorporated a wiki and learning diary. It finds that:
- Students in 4C had a significantly more positive perception of the program after participating, while students in 4B showed no significant changes.
- The dimension students in both classes disliked most was having their work visible to others (WO), though 4C students' views of this improved significantly.
- More dimensions and items fell below the threshold of satisfaction in 4B after the program, while fewer did so in 4C.
- 4C students significantly improved their views of the dimensions and items that
The document discusses examples of qualitative item analysis of test items. It provides examples of analyzing items based on difficulty index, discrimination index, and effectiveness of distractors. Based on the analysis, the teacher would decide to retain, revise, or reject each item. For ambiguous, miskeyed, or guessing items, the conclusion is usually to revise or reject the item. For difficult items with good discrimination, the conclusion may be to retain but modify distractors. The analysis helps teachers improve the quality of test items.
Calallen parent night staar high school 2012rsendejo
The document summarizes the evolution of standardized testing in Texas from 1980 to the present. It traces the progression from the TABS and TEAMS exams in the 1980s to the current STAAR exam. It describes how each new test introduced additional rigor and expectations. It provides details on the implementation of the new STAAR exams beginning in 2011-2012, including that they will assess college and career readiness, include more rigorous questions, and require higher passing standards for graduation.
NED 203 Criterion Referenced Test & RubricsCarmina Gurrea
The document summarizes a report on the topics of criterion-referenced tests, rubrics, and developing a sample rubric to evaluate an essay test. It defines criterion-referenced tests as those that measure student mastery of a skill based on an established standard, rather than comparing students to each other. It also outlines the steps to create rubrics, which are scoring guides that define criteria and performance levels. The document provides examples of how to write learning objectives, develop test items aligned to objectives, and construct an analytic rubric to evaluate an essay test based on specific criteria.
Administering, Analyzing, and Improving the Test or AssessmentNema Grace Medillo
The document provides guidance on administering, analyzing, and improving tests and assessments. It discusses assembling tests by grouping similar item formats and arranging items from easy to hard. When administering tests, steps should be taken to induce a positive testing attitude and minimize distractions. Tests should be scored carefully and item analysis conducted to identify problematic items in need of revision or elimination. Both quantitative and qualitative item analysis methods are described. The goal is to analyze test items, identify areas for improvement, and ensure the test effectively measures the intended objectives.
1. The document contains a series of multiple choice questions assessing concepts related to educational assessment and measurement.
2. Question types include distinguishing between measurement and evaluation, identifying appropriate assessment modes, recognizing formative evaluation, and understanding test construction guidelines.
3. Correct answers are provided for each question, assessing knowledge of key assessment terminology and applications.
This presentation is about standardized achievement tests:
Definition of achievement tests
Definition of SAT
Functions of SAT
Types of SAT
Characteristics of SAT
SAT vs. Teacher made tests
Classification of SAT
SAT batteries
SAT in specific areas
Customized Achievement Tests
Individual Achievement Tests
This document discusses various teaching methods including lectures, demonstrations, group discussions, seminars, and symposiums.
[1] The lecture method involves a teacher actively presenting content to passive students. It aims to achieve cognitive objectives but lacks emphasis on problem solving. [2] Demonstration shows students how to perform skills and explains concepts through visual examples. It correlates theory with practice. [3] Group discussions allow students to share knowledge and develop team skills, but not all students may participate equally.
This document describes a study that aimed to determine the algebra competency levels of first year college students at Central Bicol State University of Agriculture. Specifically, it examined competency in knowledge, comprehension, application, and analysis, and looked for relationships between these areas. The study employed a descriptive-correlational methodology and used a teacher-made test to assess over 300 stratified randomly sampled students across various programs. Results showed students failed in knowledge, application, and analysis but passed in comprehension, and the four competencies were significantly related. Recommendations included remedial math programs and innovative teaching strategies.
TEST AND TYPES OF TEST
Merits and Demerits & Rules
Lecture of the day
Date 04-10-2014
Class ADE 4th semester
Course Facilitator Zulfiqar Behan
Goverment College of Education Lyari Karachi
Do the standardized tests perform an accurate assessment and reach the main goal of learning? In spite of the fact that standardized testing seems to be an inaccurate assessment, it is still used to evaluate a pattern of knowledge in order to certify certain proficiency. Despite the studies that indicate standardized tests can have positive effects on students, it is the disadvantageous aspects of this phenomenon that needs more scrutiny. The purpose of this presentation is to elaborate on the reasons why the standardized testing system is more harmful than effective considering that it is unfair and discriminatory against non-English speakers, an unreliable measure of students’ performance and instruction time which is being consumed by monotonous prolonged test preparation courses.
This document provides an overview of criterion-referenced assessment and test development during instructional design. It discusses four types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. Objective tests are one of the most popular testing formats described. The document also covers alternative assessments like rubrics and portfolio assessments, noting key criteria for developing these tools.
International comparisons in senior secondary assessmentsOfqual Slideshare
Ofqual conducts research on international comparisons of senior secondary assessments taken by students prior to university entrance. The research involves analyzing assessments in chemistry, English, history and mathematics from different international systems. Emerging findings show variations between assessments in topics covered, question types, and skills evaluated. The goal is to understand effective assessment models and ensure England's A Levels continue to properly prepare students for university.
The document provides guidance on constructing effective multiple-choice tests. It discusses the strengths and limitations of multiple-choice tests, and guidelines for writing test items. It emphasizes writing clear stems and alternatives that assess different cognitive levels. Distractors should be plausible but incorrect. The summary effectively captures the key topics and purpose of the document in a concise manner.
The document discusses two types of tests: norm-referenced tests (NRTs) and criterion-referenced tests (CRTs). NRTs measure global language abilities and compare student performance to others, following a normal distribution. CRTs measure specific instructional objectives and compare student performance to a set criterion or standard. The key differences between the tests are that NRTs use relative interpretation to compare students, measure general proficiency, and aim to rank students, while CRTs use absolute interpretation to measure objective-based learning, specific content mastery, and assess learning against a set standard.
NORM- AND CRITERION-REFERENCED TESTS AND CONTENT VALIDITY EVIDENCEArlene Galendez
This document discusses norm-referenced tests (NRTs) and criterion-referenced tests (CRTs). NRTs indicate how a pupil's performance compares to other pupils, while CRTs indicate how a pupil's performance compares to an established standard or criterion of mastery. There are key differences in how NRTs and CRTs are constructed and evaluated. The document also discusses the importance of instructional objectives in guiding teaching and developing valid tests to measure student attainment of objectives. Objectives help translate broad societal goals into specific classroom instruction and assessments.
The document discusses norm-referenced tests (NRTs) and criterion-referenced tests (CRTs).
- NRTs indicate how a pupil's performance compares to other pupils based on a norm group. CRTs indicate how a pupil's performance compares to an established standard or criterion thought to indicate mastery of a skill.
- The purpose of testing, information desired, and type of test required are related - NRTs are used to rank students compared to a norm, while CRTs are used to assess proficiency against a standard.
- Key differences are that NRTs compare students to a norm group while CRTs assess against a set standard, and CRT results
This study examined the effects of peer teaching on students' performance in mathematics. It involved two groups of college freshmen - an experimental group that received peer teaching and a control group that did not.
In Phase I, both groups took a pre-test on fundamental math operations. The experimental group was then divided into small groups led by top students acting as "little professors." After two weeks of peer teaching, both groups took a post-test.
In Phase II, both groups were tested on College Algebra during midterms and finals. The study aimed to determine if peer teaching improved the experimental group's math foundations and performance compared to the control group.
The researcher hypothesized that peer teaching would lead to significant
This document discusses different types of tests used to assess educational ability. It describes survey battery tests, diagnostic tests, readiness tests, and cognitive ability tests. It provides examples of specific tests for each type, including the Stanford Achievement Test, Iowa Test of Basic Skills, Wide Range Achievement Test, and Cognitive Abilities Test. It also discusses the purposes of educational ability testing and considerations around their use and limitations.
This document discusses testing, assessment, and evaluation in educational systems. It defines key terms like testing, assessment, and evaluation. It also describes different types of common tests for primary students like placement, diagnostic, and progress tests. The document outlines characteristics of good tests, such as construct validity, face validity, reliability, and practicality. Finally, it provides examples of different types of tests, including labeling, cloze, matching, multiple choice, true or false, numbering items in sequence, question and answer, and sentence writing/completion tests.
El documento describe la teoría de la producción, incluyendo los conceptos de productor racional, factores de producción, supuestos del modelo, etapas de producción, ley de rendimientos decrecientes, isocuantas e isocostos. El objetivo de un productor racional es maximizar la producción total al gastar su presupuesto de producción en la combinación óptima de factores que lleve a la producción máxima.
This document provides contact information for Best Laser Dental Clinic, including their email addresses, websites, and phone numbers. People can visit the listed websites or contact the clinic by email or phone for more information about their dental services and treatments.
The document discusses examples of qualitative item analysis of test items. It provides examples of analyzing items based on difficulty index, discrimination index, and effectiveness of distractors. Based on the analysis, the teacher would decide to retain, revise, or reject each item. For ambiguous, miskeyed, or guessing items, the conclusion is usually to revise or reject the item. For difficult items with good discrimination, the conclusion may be to retain but modify distractors. The analysis helps teachers improve the quality of test items.
Calallen parent night staar high school 2012rsendejo
The document summarizes the evolution of standardized testing in Texas from 1980 to the present. It traces the progression from the TABS and TEAMS exams in the 1980s to the current STAAR exam. It describes how each new test introduced additional rigor and expectations. It provides details on the implementation of the new STAAR exams beginning in 2011-2012, including that they will assess college and career readiness, include more rigorous questions, and require higher passing standards for graduation.
NED 203 Criterion Referenced Test & RubricsCarmina Gurrea
The document summarizes a report on the topics of criterion-referenced tests, rubrics, and developing a sample rubric to evaluate an essay test. It defines criterion-referenced tests as those that measure student mastery of a skill based on an established standard, rather than comparing students to each other. It also outlines the steps to create rubrics, which are scoring guides that define criteria and performance levels. The document provides examples of how to write learning objectives, develop test items aligned to objectives, and construct an analytic rubric to evaluate an essay test based on specific criteria.
Administering, Analyzing, and Improving the Test or AssessmentNema Grace Medillo
The document provides guidance on administering, analyzing, and improving tests and assessments. It discusses assembling tests by grouping similar item formats and arranging items from easy to hard. When administering tests, steps should be taken to induce a positive testing attitude and minimize distractions. Tests should be scored carefully and item analysis conducted to identify problematic items in need of revision or elimination. Both quantitative and qualitative item analysis methods are described. The goal is to analyze test items, identify areas for improvement, and ensure the test effectively measures the intended objectives.
1. The document contains a series of multiple choice questions assessing concepts related to educational assessment and measurement.
2. Question types include distinguishing between measurement and evaluation, identifying appropriate assessment modes, recognizing formative evaluation, and understanding test construction guidelines.
3. Correct answers are provided for each question, assessing knowledge of key assessment terminology and applications.
This presentation is about standardized achievement tests:
Definition of achievement tests
Definition of SAT
Functions of SAT
Types of SAT
Characteristics of SAT
SAT vs. Teacher made tests
Classification of SAT
SAT batteries
SAT in specific areas
Customized Achievement Tests
Individual Achievement Tests
This document discusses various teaching methods including lectures, demonstrations, group discussions, seminars, and symposiums.
[1] The lecture method involves a teacher actively presenting content to passive students. It aims to achieve cognitive objectives but lacks emphasis on problem solving. [2] Demonstration shows students how to perform skills and explains concepts through visual examples. It correlates theory with practice. [3] Group discussions allow students to share knowledge and develop team skills, but not all students may participate equally.
This document describes a study that aimed to determine the algebra competency levels of first year college students at Central Bicol State University of Agriculture. Specifically, it examined competency in knowledge, comprehension, application, and analysis, and looked for relationships between these areas. The study employed a descriptive-correlational methodology and used a teacher-made test to assess over 300 stratified randomly sampled students across various programs. Results showed students failed in knowledge, application, and analysis but passed in comprehension, and the four competencies were significantly related. Recommendations included remedial math programs and innovative teaching strategies.
TEST AND TYPES OF TEST
Merits and Demerits & Rules
Lecture of the day
Date 04-10-2014
Class ADE 4th semester
Course Facilitator Zulfiqar Behan
Goverment College of Education Lyari Karachi
Do the standardized tests perform an accurate assessment and reach the main goal of learning? In spite of the fact that standardized testing seems to be an inaccurate assessment, it is still used to evaluate a pattern of knowledge in order to certify certain proficiency. Despite the studies that indicate standardized tests can have positive effects on students, it is the disadvantageous aspects of this phenomenon that needs more scrutiny. The purpose of this presentation is to elaborate on the reasons why the standardized testing system is more harmful than effective considering that it is unfair and discriminatory against non-English speakers, an unreliable measure of students’ performance and instruction time which is being consumed by monotonous prolonged test preparation courses.
This document provides an overview of criterion-referenced assessment and test development during instructional design. It discusses four types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. Objective tests are one of the most popular testing formats described. The document also covers alternative assessments like rubrics and portfolio assessments, noting key criteria for developing these tools.
International comparisons in senior secondary assessmentsOfqual Slideshare
Ofqual conducts research on international comparisons of senior secondary assessments taken by students prior to university entrance. The research involves analyzing assessments in chemistry, English, history and mathematics from different international systems. Emerging findings show variations between assessments in topics covered, question types, and skills evaluated. The goal is to understand effective assessment models and ensure England's A Levels continue to properly prepare students for university.
The document provides guidance on constructing effective multiple-choice tests. It discusses the strengths and limitations of multiple-choice tests, and guidelines for writing test items. It emphasizes writing clear stems and alternatives that assess different cognitive levels. Distractors should be plausible but incorrect. The summary effectively captures the key topics and purpose of the document in a concise manner.
The document discusses two types of tests: norm-referenced tests (NRTs) and criterion-referenced tests (CRTs). NRTs measure global language abilities and compare student performance to others, following a normal distribution. CRTs measure specific instructional objectives and compare student performance to a set criterion or standard. The key differences between the tests are that NRTs use relative interpretation to compare students, measure general proficiency, and aim to rank students, while CRTs use absolute interpretation to measure objective-based learning, specific content mastery, and assess learning against a set standard.
NORM- AND CRITERION-REFERENCED TESTS AND CONTENT VALIDITY EVIDENCEArlene Galendez
This document discusses norm-referenced tests (NRTs) and criterion-referenced tests (CRTs). NRTs indicate how a pupil's performance compares to other pupils, while CRTs indicate how a pupil's performance compares to an established standard or criterion of mastery. There are key differences in how NRTs and CRTs are constructed and evaluated. The document also discusses the importance of instructional objectives in guiding teaching and developing valid tests to measure student attainment of objectives. Objectives help translate broad societal goals into specific classroom instruction and assessments.
The document discusses norm-referenced tests (NRTs) and criterion-referenced tests (CRTs).
- NRTs indicate how a pupil's performance compares to other pupils based on a norm group. CRTs indicate how a pupil's performance compares to an established standard or criterion thought to indicate mastery of a skill.
- The purpose of testing, information desired, and type of test required are related - NRTs are used to rank students compared to a norm, while CRTs are used to assess proficiency against a standard.
- Key differences are that NRTs compare students to a norm group while CRTs assess against a set standard, and CRT results
This study examined the effects of peer teaching on students' performance in mathematics. It involved two groups of college freshmen - an experimental group that received peer teaching and a control group that did not.
In Phase I, both groups took a pre-test on fundamental math operations. The experimental group was then divided into small groups led by top students acting as "little professors." After two weeks of peer teaching, both groups took a post-test.
In Phase II, both groups were tested on College Algebra during midterms and finals. The study aimed to determine if peer teaching improved the experimental group's math foundations and performance compared to the control group.
The researcher hypothesized that peer teaching would lead to significant
This document discusses different types of tests used to assess educational ability. It describes survey battery tests, diagnostic tests, readiness tests, and cognitive ability tests. It provides examples of specific tests for each type, including the Stanford Achievement Test, Iowa Test of Basic Skills, Wide Range Achievement Test, and Cognitive Abilities Test. It also discusses the purposes of educational ability testing and considerations around their use and limitations.
This document discusses testing, assessment, and evaluation in educational systems. It defines key terms like testing, assessment, and evaluation. It also describes different types of common tests for primary students like placement, diagnostic, and progress tests. The document outlines characteristics of good tests, such as construct validity, face validity, reliability, and practicality. Finally, it provides examples of different types of tests, including labeling, cloze, matching, multiple choice, true or false, numbering items in sequence, question and answer, and sentence writing/completion tests.
El documento describe la teoría de la producción, incluyendo los conceptos de productor racional, factores de producción, supuestos del modelo, etapas de producción, ley de rendimientos decrecientes, isocuantas e isocostos. El objetivo de un productor racional es maximizar la producción total al gastar su presupuesto de producción en la combinación óptima de factores que lleve a la producción máxima.
This document provides contact information for Best Laser Dental Clinic, including their email addresses, websites, and phone numbers. People can visit the listed websites or contact the clinic by email or phone for more information about their dental services and treatments.
Top 10 Technological Breaktroughs In 2008coolkreativez
Apple's App Store makes creating and distributing mobile apps easy. The T-Mobile HTC G1 phone runs on Android, Google's free mobile operating system. USB 3.0 will be 10 times faster than USB 2.0 and increase the amount of power that can be delivered through a USB cable. The Nikon D90 and Canon 5D Mark II not only take high-quality still photos but also shoot HD videos. The memristor will allow computers to remember what was stored in memory when turned off. GPS technology was incorporated into many devices in 2008, from the iPhone 3G to notebooks. Flash memory is ubiquitous in consumer electronics from laptops to cameras to MP3 players. Speedo's LZR swims
The document appears to be a copyright notice for Macmillan Publishers Ltd from the year 2002. It indicates that the page may be photocopied for use in class, suggesting it is educational material. However, without seeing the full document, I do not have enough context to provide a more detailed 3 sentence summary.
“In Thrive, Arianna urges all of us to get in touch with who we really are so that we can live life on our own terms. From the importance of sleep to the imperative to listen to our own inner voice for ways to deal with the daily time crunches we all feel, this book lays out a path for each of us to look within and make our lives more authentic and fulfilling.” -Sheryl Sandberg, Facebook COO and author of Lean In (published at PenguinRandonHouse)
The One Thing You Must Do To Have New IdeasGlenn Fisher
If you work in media, marketing or advertising this entertaining presentation will remind you to look after the most important tool you have at your disposal.
Glenn Fisher - Professional Copywriter, Entrepreneur and Founder of AllGoodCopy.com - shares the one thing you must do if you want to have new ideas.
For more ideas and free advice from Glenn Fisher, you can visit AllGoodCopy.com.
2015 - Images of JULY - July 09 - July 15vinhbinh2010
The document appears to be a collection of news images from July 9, 2015 with captions. It includes photos from around the world of events on that date, such as:
- Ceremonies commemorating the Srebrenica massacre in Bosnia.
- Pope Francis visiting Bolivia and blessing crowds.
- Protests in Thailand over the forced return of Uighur migrants to China.
- The removal of the Confederate flag from the South Carolina statehouse grounds.
- Former US presidents Bill Clinton and George W. Bush speaking at an event.
Enhanced Mobile IP Handover Using Link Layer InformationCSCJournals
The main source of the problem in Mobile handover is the latency and packet loss introduced by the lengthy registration processes. The registration messages must traverse all the way to the home agent (HA) and back. In addition, the packets sent by the corresponding node (CNs) are lost until they receive the binding update (BU) indicating the new care-of-address (nCoA) of the mobile node (MN). To reduce the number of lost packets during this time, the MN can request the old access router (oAR) to forward all its incoming packets to the new access router (nAR) Mobile IP handovers can be improved through link layer information to reduce packet loss during handovers. It avoids link disruption during Mobile IP handovers and reduces packet loss. Therefore, link layer information allows an MN to predict the loss of connectivity more quickly than the L3 advertisement based algorithm. It is the best choice used to predict a breakdown wireless link before the link is broken. This facilitates the execution of the handover and eliminates the time to detect handover.
O documento fornece informações sobre o Facebook, incluindo sua história, fundador Mark Zuckerberg, crescimento financeiro, número de usuários, recursos e configurações da rede social. Resume as principais informações sobre o lançamento do Facebook em 2004, seu fundador Mark Zuckerberg e o crescimento bilionário da empresa nos últimos anos.
Part 3 of the first Israeli Hackathon for students in primary schoolsGalit Zamler
This is the third part of the first Israeli Hackathon to students in elementary schools.
The Hackathon event took place in Hashalom school. At the end of this part, the young entrepreneurs presented their ventures.
Read more about this Hackathon https://www.tomorrowsuccess.com/hackathon2014.html
Michael Dixon is transitioning from a career in education to becoming an actuary. He has a bachelor's degree in mathematics from the University of Wisconsin Parkside and taught middle and high school mathematics. To prepare for his new career, Dixon took actuarial science courses at Nassau Community College and the University at Albany, where he passed Exam P and earned VEE credit in Economics. He is currently preparing to take Exam FM. Dixon has extensive tutoring and teaching experience in mathematics from middle school through college levels.
El documento trata sobre conceptos relacionados con el desarrollo económico sostenible como crecimiento equilibrado, compensado y sostenido. También discute la responsabilidad social empresarial y estrategias de eficiencia y suficiencia empresarial para lograr un desarrollo económico que no afecte negativamente el medio ambiente o la sociedad.
Understanding the Tech companies, its needs and its culture to promote a better approach when making the onboard of UX Design Teams. Also some methodologies and processes that may be used to make this onboarding easier.
Paganism is a blanket term covering nature-based religions like Wicca, Asatru, and Druidry that believe in both a masculine God and feminine Goddess. Paganism focuses on bettering oneself and one's community through highly personal spiritual practices. Most Pagans believe in concepts like reincarnation, divination, and karma as well as practicing magick and meditation.
This document discusses lean manufacturing techniques, specifically kanban systems. It describes how kanban cards are used as visual signals to authorize production in a pull system. Two main types of kanban systems are explained: single card systems where one card authorizes movement and production; and two card systems where separate cards authorize movement between processes and production within a process. Examples of actual kanban cards are also provided.
Guia de boas práticas em redes sociaisPaula Chaves
Este documento fornece um guia de boas práticas para o uso de mídias sociais pela ONG SOS Mata Atlântica. O guia discute tópicos como divulgação, segurança e bom senso, enfatizando a importância da transparência, veracidade e cuidado ao compartilhar informações sobre a organização.
The Middleware technology that connects the enterpriseKasun Indrasiri
The document discusses the evolution of middleware and integration platforms. It describes how middleware emerged to allow disparate systems to communicate by acting as "software glue". Early forms of middleware included homegrown, RPC-based, and object-oriented solutions. More recent approaches include message-oriented middleware, ESBs, and API-based integration using SOA. The WSO2 integration platform is presented as a lightweight, open source ESB and API management platform that supports REST, SOAP, and other integration styles in a configurable and scalable manner.
This document discusses the history and definitions of validity in educational assessment. It covers several key points:
1) Validity has been defined and conceptualized in many different ways over the past 100 years, leading to confusion. It involves both theoretical frameworks and practical validation processes.
2) Validity refers to the appropriateness of test interpretation and use. It is considered the most important criterion for evaluating tests.
3) The document outlines different phases in the history of validity's definition, from early conceptions to more unified modern frameworks. It also discusses the ongoing debate around how to substantiate claims of validity through logical and empirical means.
4) Validity involves making accurate decisions about attributes being measured,
The document summarizes the history and development of the Career Maturity Inventory (CMI) test. It was originally constructed in 1973 by John Crites to assess career maturity. It has since undergone several revisions, including the development of Form C in 2011 to measure career attitudes and competencies using Savickas' theory of career construction and the four C's of concern, confidence, curiosity, and consultation. The CMI is used to help students develop career decision making skills and provide targeted career counseling interventions for low scores in the four C areas. While it has demonstrated validity in measuring career maturity constructs, some studies found modest reliability compared to earlier versions.
Fundamental Issues in MeasurementAdvanced Measurement and Eval.docxbudbarber38650
Measurement and intelligence testing has evolved over time to aid important decision making in education and psychology. Early standardized tests in the late 19th century aimed to inform curriculum and classify students. During World Wars, tests assessed military recruits. Criticism emerged around tests' use for discrimination against minorities. The 1960s brought accountability with Title I and special education. No Child Left Behind mandated state testing. Current issues include assessing minorities fairly and balancing privacy, criterion vs. norm interpretations, and other test factors for ethical decision making.
1. The document outlines a daily lesson log for a Grade 12 Practical Research 2 class. It details the objectives, content, procedures, and assessment for lessons on inquiry and research held from August 29-31, 2023.
2. The lessons cover defining and differentiating inquiry from research, qualitative from quantitative research, and experimental from non-experimental research. Activities include class discussions, group work, quizzes and developing research questions.
3. The goal is for students to understand the characteristics, strengths, weaknesses and kinds of quantitative research by the end of the sessions. Assessment of learning is conducted through formative quizzes to check comprehension of concepts.
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.
This document discusses five waves of educational reform since the 1950s that incorporated assessment and accountability:
1) Tracking and selection emphasized in the 1950s based on Conant's vision of differentiated high school tracks
2) Accountability for programs like Title I in the 1960s which increased standardized test use but also inflated gains
3) Minimum competency testing reforms of the 1970s-1980s where gains occurred mostly at the low achievement levels
4) School and district accountability reforms of the 1980s
5) Current standards-based accountability systems of the 1990s which face questions about validity and impact.
A New Generation of Assessments: 3 Things You Need to Knowcatapultlearn
1. The document discusses new developments in educational assessments, focusing on three key points: the increasing importance of assessments, blurred lines between assessment types, and the rise of computer-based testing.
2. It provides definitions for validity, reliability, and different assessment types from standards documents and discusses attributes important for different assessments.
3. Examples of computer-based testing programs from consortia are described along with pros and cons, and a sample interim assessment report is shown, highlighting growth measurement and reporting features.
This document discusses the construction and verification of norms for Raven's Progressive Matrices Test using a sample of students in La Plata, Argentina. It finds an increase in scores over time, known as the Flynn Effect, when compared to previous norms from 1964. It also finds differences in mean scores between age groups, education types, and for students in a Fine Arts program. The goals were to update the norms for the test using local data and compare results to previous norms and between demographic groups.
1. The document outlines the development of a new self-report instrument called the "SRC VOC" to measure self-regulatory capacity in vocabulary acquisition.
2. It involved creating items to assess the five facets of self-regulation, piloting the instrument, confirming its reliability and validity through various statistical analyses, and refining it to include 20 final items.
3. The instrument demonstrates good psychometric properties and reliability in measuring self-regulatory capacity for vocabulary learning, providing a valid tool for learners and researchers.
Here is an example of a quantitative research topic/title with an explanation:
Research Title: The Relationship between Time Spent on Social Media and Academic Performance among Senior High School Students
This is a quantitative research because:
- It involves collecting numerical data to measure variables such as time spent on social media (which can be measured in hours/minutes) and academic performance which can be measured through grades.
- The relationship between the two variables (time spent on social media and academic performance) can be determined using statistical analysis to see if there is a positive, negative, or no correlation.
- The results could potentially be generalized to the larger population of senior high school students.
- A survey can be conducted to collect data
The document discusses a study examining the concurrent and predictive validity of two nonverbal tests (the Naglieri Nonverbal Ability Test and Raven's Colored Progressive Matrices) in relation to math and reading comprehension exam scores of Italian third- and fifth-grade students from diverse sociocultural backgrounds. A group of 253 students took the nonverbal tests at the start and end of the school year, and their exam scores were analyzed. The students were grouped by grade, gender, age, and family cultural status (low, moderate, high). The purpose of the study was to evaluate whether the nonverbal tests could accurately predict academic performance across sociocultural groups.
Validity in Psychological Testing refers to the test measure what it claims to measure. The presentation discusses categories in validating procedures such as construct identification, criterion prediction and content description in psychological testing.
Dr. Fabio Aricò presents research on using learning gain and confidence gain as metrics for evaluating pedagogical effectiveness. The study measured learning gain and confidence gain in students in an introductory economics course that used peer instruction and self-assessment. Results showed a consistent positive association between learning gain and confidence gain, indicating that approaches fostering mastery and vicarious experiences also increased student self-efficacy. Further research is needed to better understand relationships over time and for different student groups.
Norm-referenced tests began in the 1920s following World War I and involved comparing students to each other based on standardized tests. Criterion-referenced testing emerged in the 1970s and involved comparing students' learning to specific established standards rather than to each other. Authentic assessment developed in the 1980s in response to limitations of paper-and-pencil tests and involved performance-based and multiple forms of assessment to demonstrate what students have learned through activities like portfolios and rubrics.
Assignment #71. What is the importance of communication, negotia.docxfestockton
Assignment #7
1. What is the importance of communication, negotiation, and conflict resolution from an administrative perspective?
2. State the purposes, manners, and modes of communication.
3. Explain the communication process.
4. List the many barriers to communication.
5. What does it take to become an effective communicator?
6. What are communication networks as well as technological advances in communication?
7. List the types and sources of conflict.
8. What are the methods of dealing with conflict?
9. What is the negotiation process?
10. List several tools for effective negotiation.
Week 7 Exam
QUESTION 1
1. A researcher is conducting research on using technology in teaching. The researcher has two groups. The first group receives instruction via a PowerPoint presentation that is online. The second group attends a class and receives instruction from a teacher face to face. The researcher classifies the students based on when they volunteer for the study. The first 50 students who volunteer receive online instruction. The next 50 receive instruction by attending a class with a teacher. With respect to this study, we could identify that:
a.
This study is poor because the researcher used random sampling.
b.
This study is poor because the researcher did not use random sampling.
c.
This study is good because we have minimized sampling error.
d.
This study is good due to the equal sample size in each group.
2 points
QUESTION 2
1. Participants in a sample must be:
a.
Representative
b.
Easily obtained
c.
Convenient
d.
Numerous
2 points
QUESTION 3
1. The method identifying themes relevant to qualitative data that is collected is called:
a.
Criticism
b.
Trustworthiness
c.
Theory
d.
Coding
2 points
QUESTION 4
1. Which of the following is NOT a characteristic of a statistical hypothesis?
a.
Contains an alternative hypothesis
b.
Provides evidence
c.
Proves the research question
d.
Contains a null hypothesis
2 points
QUESTION 5
1. A colleague has been tutoring six students in 11th grade to prepare for the ACT. This colleague has asked you to evaluate the performance of his students. Student scores were as follows: 20, 18, 16, 15, 23, 20. The mode of the ACT scores is:
a.
17
b.
20
c.
19
d.
18
2 points
QUESTION 6
1. A perfect correlation is denoted by:
a.
+1.0 and -1.0
b.
-1.00
c.
+1.00
d.
.50
2 points
QUESTION 7
1. You are conducting research on the effects of exercise on individuals with poor social skills. You indicate that you believe people who become actively involved with an exercise program will show higher levels of socialization. This is an example of:
a.
A null hypothesis
b.
A scientific hypothesis
c.
A nonparametric hypothesis
d.
An alternative hypothesis
2 points
QUESTION 8
1. Which of the following is a research design that allows researchers to provide more information about the participants and potentially provide a more meaningful study?
a.
Mixed Method
b.
Quantitative Method
c.
Qu ...
The document summarizes feedback from groups assessing a student sample using two different rubrics for critical thinking. For the CT VALUE rubric, groups noted issues with the assignment not requiring critical thinking skills. Most scores were in the lower milestones. For the BHCC rubric, groups had difficulty applying some criteria and noted the assignment did not allow for opposing viewpoints. Most scores were in the lower levels, with comments that the student did not demonstrate understanding of key concepts. Both rubrics revealed limitations of the assignment in fully assessing the student's critical thinking abilities.
The document summarizes two studies: a comparative study and a non-comparative study. The comparative study compared the effectiveness of teaching slide rule lessons via television versus in-person. Results showed television was almost as effective with small differences favoring in-person lessons. The non-comparative study evaluated an innovative math program and found students experienced more favorable changes in attitudes, concepts, and perceived classroom environments compared to non-program students. Both studies used pre-post testing and questionnaires to measure effectiveness.
1. Political discourse can refer to either discourse about politics or discourse that is inherently political in nature. It involves language used by politicians and political institutions to achieve political goals.
2. The analysis of political discourse examines how language constructs political realities and can be used to manipulate thoughts. Key aspects include word choice, rhetoric, and phonological features that carry political meanings.
3. Political discourse is shaped by differing ideological frameworks and can be interpreted differently depending on one's political perspective. The representation of information and description of groups can reveal underlying political biases.
This document discusses 7 approaches to discourse analysis:
1. Conversation analysis examines the structure and organization of natural conversation.
2. Ethnography analyzes language use within social and cultural contexts through observation and interviews.
3. Corpus-based analysis uses large text databases to study language patterns and variations in genres.
4. Multimodal analysis views communication as involving multiple modes beyond just language.
5. Genre analysis describes conventional language patterns associated with academic and professional settings.
6. Critical discourse analysis critically examines how language relates to power and social inequality.
7. Mediated discourse analysis focuses on how social actions are carried out through discourse within cultural and historical contexts.
This chapter discusses definitions of discourse and discourse analysis, including "little d" discourse referring to language in context and "big D" discourse as specialized language of social groups. It outlines structural and functional approaches to discourse analysis and describes various disciplines and main approaches. Context and models of communication are examined, including Hymes' 16 contextual features and Halliday's three parameters of context. The development of the concept of communicative competence from Hymes to Canale and Swain to Celce-Murcia is summarized.
This document discusses religion as a domain of intercultural discourse. It notes that religion is a prominent aspect of most human societies and a natural locus for intercultural communication. However, defining religion can be elusive as it is interconnected with culture and language. The document examines how religious language involves intercultural discourse through religious talk, culture, and texts. It also explores how religious doctrine can breed views of language and influence language production. Finally, the document concludes that religious language at an intercultural intersection can be a means of preservation or a mechanism for outward assertion, meriting further investigation.
This document discusses approaches to teaching English for Academic Purposes (EAP). It identifies six key approaches: inductive learning, process syllabuses, learner autonomy, technology, authenticity, and team teaching. It also discusses the distinction between EAP (the objectives and content) and TEAP (how the objectives can best be taught and learned). TEAP involves designing instruction based on needs analysis and research, implementing instruction to achieve academic objectives effectively, and evaluating learner achievement. The importance of the "how" in EAP is discussed in terms of communicating effectively to help learners and addressing the needs of novice teachers in peripheral countries.
This document provides an overview of letter writing conventions in English. It discusses the purpose of learning letter writing and defines the main types of letters, including social correspondence letters (such as letters to friends, relatives, and colleagues), business correspondence letters, and the mechanics of writing letters. The document then examines the typical layout of letters, including the heading, personalized letterhead, inside address, salutation, body, complementary close, signature, and postscript. It also discusses the formats and appropriate wording for different types of social letters (invitations, replies, congratulations, condolences, thank you notes) and business letters (complaints, apologies, recommendations, applications, requests, resignations, resumes).
Edmodo is an educational social networking platform that allows teachers and students to connect both inside and outside of the classroom. Some key features include assigning homework, quizzes, and tracking student progress. It provides a single digital classroom environment for sharing resources and ideas. Teachers can use Edmodo to communicate with students, conduct assessments, facilitate group projects and discussions, and implement differentiated instruction and mobile learning. The platform aims to bridge formal education with how students live and learn informally.
The document provides guidance on writing effective business letters. It discusses that letters require planning, with three essential steps: researching facts, analyzing the subject and reader, and knowing objectives. It emphasizes using clear, unambiguous language focused on the reader. Letters should have a courteous, friendly tone conveyed from the start. Focusing attention on the reader by understanding their interests and viewpoint helps encourage a positive response. Length should generally be one page or less for clarity.
This document discusses how teachers' religious beliefs and orientations can unconsciously impact their work in the classroom. It presents 5 key questions teachers should ask themselves to increase self-awareness: 1) How religion influences their career choice; 2) How it shapes student relationships; 3) How it affects classroom management; 4) How it impacts views of social roles; 5) How deeply held their beliefs are. The study found teachers integrate religion more if they practice daily, and their willingness to discuss it relates to their experiences with discrimination. Overall, reflecting on these questions can help teachers understand how religion shapes their perspectives and ensure students feel equally valued and supported.
This document discusses various approaches to the spread and use of English as an international language in the context of globalization. It begins by defining globalization and discussing perspectives on the spread of English from authors like Pennycook and Fairclough. It then examines major models for describing varieties of English like Kachru's three circles model and Pakir's model of English varieties in Singapore. The document also discusses research on English as a lingua franca and proposes English as an international lingua franca as a framework. It emphasizes understanding the local social and linguistic contexts in which English is used.
1) The study examined the explicit and implicit attitudes of Thai university students towards native English speaking teachers (NESTs) and non-native English speaking teachers (non-NESTs) to understand broad social perceptions.
2) Results found that students explicitly preferred NESTs but felt warmer towards non-NESTs. Implicitly, students showed no preference between NESTs and non-NESTs.
3) There was little relationship between explicit and implicit attitudes. Previous experience with NESTs also had little effect on attitudes. The study provides a more complex picture of attitudes than preferences alone might suggest.
This document discusses differing views on language teaching and the need for methods. It summarizes Swan's critique that methods constrain teaching too much and divert attention from the linguistic elements. Swan argues that to be effective, teaching must return to focusing on specific linguistic problems and making better use of existing methodological resources. The document also discusses the post-method condition and Swan's view that it lacks focus on selecting and integrating priority language elements and risks losing sight of the language being taught through an overemphasis on activities.
This document discusses the relationship between method and post-method approaches in language teaching. It defines method in three ways: as a smorgasbord of ideas, as a fixed prescription, and as organizing principles. Post-method emerged from criticisms of methods as too prescriptive but also drew from communicative language teaching and postmodern thinking. Some see post-method as replacing method, while others view their relationship dialectically. The document examines arguments for and against both approaches, concluding that together they can liberate teaching practices by balancing coherence and local responsiveness.
This document discusses different aspects of culture and identity. It defines personal, gender, social, cultural, and ethnic identities. Personal identity is shaped by individual traits and experiences. Gender identity includes societal roles for men and women. Social identity involves group memberships. Cultural identity is tied to one's background and influences how strong identity is and how one interacts with other cultures. Ethnic identity involves one's racial or national background. The document provides tips for teachers to help students explore these different identities through activities and discussions.
1) A structural syllabus focuses on teaching the grammatical rules and structures of a language. It breaks the language down into discrete grammatical points like verbs, nouns, and tenses.
2) A key feature is that students synthesize the analyzed grammatical structures into unconscious language use. The goals are for students to describe rules, judge grammatical correctness, and accurately use structures.
3) While structural syllabi allow for clear definition and measurement of grammar competence, critics argue it may mislead students and has limited applications due to problems with sequencing and transfer of knowledge to real communication.
A researcher conducted a study to investigate the relationship between anxiety, motivation, and writing performance. Multiple regression analysis was used to address: 1) how well anxiety and motivation predict writing performance, 2) which is the best predictor. Anxiety and motivation scores from 50 learners were collected via questionnaires and correlated with writing performance scores from essays. The regression model explained 15% of variance in writing performance, with anxiety making the largest unique contribution as the best predictor. Motivation's contribution was not statistically significant.
This document discusses anxiety in second language acquisition. It defines different types of anxiety, including trait anxiety, state anxiety, and language anxiety. Language anxiety is a specific type of situation anxiety associated with attempts to learn and communicate in a second language. Anxiety can affect the input, processing, and output stages of language learning. While anxiety may have some facilitating effects at low levels, high anxiety generally has a debilitating impact on language performance and learning. The document also discusses factors that influence language anxiety and implications for language teaching, such as promoting low-anxiety classroom environments.
The humanistic approach emerged in the 1960s in reaction to Freudian and behavioral perspectives. It focuses on personal responsibility, the present moment, individual phenomenology, and personal growth. Abraham Maslow studied psychologically healthy individuals and developed a hierarchy of needs consisting of basic physiological needs, safety needs, love/belonging needs, esteem needs, and self-actualization as the highest need involving fulfilling one's potential. Maslow's theories emphasize an inherent drive toward self-actualization and that human nature is basically good. His hierarchy has been applied to understanding motivation and job satisfaction but also has limitations as his studies were subjective and not empirically based.
This document discusses item response theory (IRT), which is an approach used to link individuals' observed test performances to an underlying latent trait or ability that is not directly observable. The document outlines some of the key assumptions and parameters of IRT models, including local independence, unidimensionality, and certainty of response. Item parameters like difficulty, discrimination, and guessing factors are described. Advantages of IRT over classical test theory are provided in 3 sentences.
This document discusses a study on the use of mixed methods research in applied linguistics. It aims to identify the types of research designs and sampling designs used in mixed methods studies in AL. The study analyzed 205 articles from 7 journals over 14 years. It found that concurrent triangulation design was most common, used in 66% of studies to provide supplementary data through multiple sources or methods. Common sampling designs included identical, multilevel, and parallel samples. The conclusion discusses how mixed methods research can integrate qualitative and quantitative findings to develop meta-inferences, though few studies in the sample explicitly did this.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
2. Major developments in England,
France, Germany, and the USA
1836: matriculation examinations
1845: first in USA, the superiority of written
exam over oral quiz
1853: India act for impartial selection for civil
services
1858: local examinations in OXFORD and
Cambridge
Development of statistical approach in Britain
such as Spearman contribution
3. Major developments in England,
France, Germany, and the USA
1904: Binet in France , development of a series of
test to discriminate unmotivated and incapable
children from the others
USA,Yerkes et al. development of intelligence test
in army recruits
Purpose: bring scientific methods to the study of
edu such as achievement test or development of
mental tests
Problem: growing discontent regarding the
unreliability of marks and unfair evaluation by
human minds
4. Personal equation concern:
Solution: sentence completion,T/F items,
MC selection…
Development of objective and standard
based assessment (1st roots in USA and soV
is the product of NA)
Led to the mushrooming publication of
standard tests and research into test and
testing from 1910--1920
5. The outcome of pre 1921
Structured and objective assessment
Distinction btw sub-domains of edu and psycho
measurement
1. Professional communities: diagnosis,
achievement, selection
2. Scientific communities: explore personality
characteristics and innate differences
Distinction btw different types of tests (ling vs.
performance-individual vs. group- written and
standardized tests)
Recognition of CO.CO as a tool for judging the
quality of tests
6. Post 1921 era
The term “V” began to take root in the lexicon of
researchers and practitioners.
1911 Freeman: technique andV of test methods
1915Terman: evaluated theV of intelligence and
IQ tests
1916 Starch: referred toV or fairness of
measures
1916Thorndike: essentials of valid scale
1919 APA attempts for professional certification
in response to use of mental tests by unqualified
individuals
7. Post 1921 era
1921 NADER national asso of Directors of edu
research: seek standardization and consistency among
concepts and procedures (similar to APA attempts in
1895, 1906).
Regulations proposed by them:
1. Preparation and selection
2. Experimental org of test and instruction
3. Trail of tentative test
4. Final org of test
5. Final cond of test (scoring, tabulation and
interpretation)
6. DetermineV
7. Determine R
8. Determine norms
8. 1st official definition of V
By NADER
Challenged to promote and develop new methods
1st classic definition ofV:
The degree to which a test or examination
measures what it purports to measure
The idea of criterion was central to this and the
dominant approaches were predictive or
concurrent ones.
Content consideration existed yet was not sig and
robust
1915—1930 boom period: new tests multiplied like
rabbits, being uncritical to the instruments and
the results
9. Early years:
Over simplistic descriptions
Elaboration of insights that had been
established before
Elevation of empirical evidence at the expense
of logical analysis (dust-bowl empiricism)
According to Shepard: 1920—1950: defense to
test criterion correlations
1940s:V= predictive Co. CO
According to Kane: criterion phase
According to Cronbach: whole ofV theory:
prediction
10. Some issues regarding early years:
1. We cannot ignore early
years Theory of prediction descriptive and
explanatory investigations
The omissions of early years discussion is
counter productive and we shouldn’t teachV
from the baseline of 1954.
Only with reference to the baseline of 1921
the transition fromTrinitarian conception ofV
to present day theory can be understood.
11. Some issues regarding early years:
2. Too many seminal works In
early years
There were too many seminal works that
made impossible for a coherent tradition to
emerge.
Each with new perspectives
1920s was prolific for edu measurement
Difference in perspectives among authors
within sub domains as well as in different sub
domains
12. Some issues regarding early years:
3. V in different ways and
phases
Both wars influenced testing and validation.
Large implementation of mental testing and a
method of scoring by stencil for rapid marking
by Otis during 1st world war
The army α and β: military aptitude gave mental
testing publicity and prestige
Mechanical test construction to predict criterion
measures (blindly empirical)
This is only one side of this complex story from
mid of 19th to 20th century (to 1952)
13. Prediction phase a caricature:
1) Widespread adoption of blindly empirical
methods specifically aptitude testing for the
army
2) The degradation of classic definition over time
and the method forV measurement was
mistaken for definition ofV. it consists of 3 stages
a) Quality of measurement
b) Degree of correlation btw test and criterion
c) Co. Co btw the test and criterion
14. from a to b: 1922:McCall, only
by correlations we know what
test measures
Classic definition: discreteV and validation,
It was conceptual abstraction.
A hypothetical true proficiency rank as an absolute
criterion
There is no single true proficiency rank but a range
of ranks
No sense of prediction, just in terms of correlation
btw actual test results and hypo proficiency
15. from a to b: 1922:McCall, only
by correlations we know what
test measures
2 methods to determine the correspondence:
1. Prolonged careful observation in real life situ
determine true proficiency and use it as
criterion rank students on the test
correlate them
2. Rank pupils with known proficiency rank
on the test correlate them
16. Other approaches to develop
criterion:
Expert or teacher judgment
Results of multiple existing tests measure the
same thing
Results from specific tests
17. From b to c: change of criteria from
conceptual abstraction to more
concrete and pragmatic measures
Coefficient ofV= Co. Co btw the test and scores
and criterion scores
V= observed agreement rather than a hypo
agreement btw test scores and true proficiency
V= empirical correlation
There was no Q to the v of criterion scores!!
Fusion of definition and method
Underscored the use of test and each test has
differentV with regard to the use
18. From b to c: change of criteria from
conceptual abstraction to more
concrete and pragmatic measures
Dominance of atheoretical definition
Distinction btw practicalV and factorialV
PracticalV: a test is valid for anything with
which it correlates (Guilford, 1946)
There are 2 kinds ofV and the practicalV
addresses the fundamental Q ofV
Undue emphasis on empirical evidence
problem: inadequacy of definition and
criterion problem
19. Terman (1928) 3 primary concerns
of edu and psycho measurement
1. achievement 2. intelligence 3. aptitudes
1. School achievement –Walter Monroe
V as multifaceted concept based on correlation and a
conceptual definition ofV was expressed
a. Objectivity in describing the performances (rater)
b. Reliability
( Co of R, index of R, error of measurement, Co of
correspondence, overlapping of grade groups)
c. Discrimination (agreement with Normal curve
d. Comparison with criterion measures
e.V inference based on test structure and admin
20. Terman (1928) 3 primary concerns of
edu and psycho measurement
1. achievement 2. intelligence 3. aptitudes
6 threats to valid interpretation:
1. Do the tasks require other abilities ?
2. Can the tasks be answered in a variety of
methods? (other than the intended one)
3. Is the test administered under a variety of
conds?
4. Do students continue to exe their ability across
all tasks?
5. Are the tasks rep of the field of ability being
measured?
6. Are all students given this opportunity?
21. Unitary conception of V:
Integration of multiple sources of empirical
evidence and logical analysis
2 primary categories of sources of evidence:
1. Expert opinion vs. experimental Ruch 1929
2. Curricular vs. statistical – Ruch 1933
3 approaches to logical analysis: Ruch 1929
1. Competent person judgment on the appropriateness of
content
2. Alignment of content with test book
3. Alignment of content with recommendation of national edu
committees
22. Terman (1928) 3 primary concerns of edu
and psycho measurement
1. achievement 2. intelligence 3. aptitudes
Fundamental role:
extensive sampling in school achievement tests, random
sampling from the field, or rep of the most important
elements, measuring the same thing or attribute
Tests parallel to actual teaching
Centrality of logical analysis
Problem: no field is perfectly homogeneous , so there would
be always a certain degree of compromise
Major innovation:
Scaling, tests with different levels of difficulty items of a
test were not selected based on content and rep effectively
Problem: tension btw discrimination and sampling
23. From random sampling to restricted sampling
It not possible to construct a robust measure of
overall achievement based on weighted sampling
of behavior across the entire achievement domain.
So instead of rep sample we should tap the essence of
achievement .
So those items with high correlation to general
achievement must be selected. Each item play a
role contributing to the essence of general
achievement attribute
Items discriminate btw high and low students
correlate high with criterion.
24. From random sampling to
restricted sampling
V from curriculum viewpoint andV from
general achievement view point need to
arrive at a compromise.
A large unresolved tension can be detected
throughout the study by Lindquist (1936)
25. Terman (1928) 3 primary concerns of edu
and psycho measurement
1. achievement 2. intelligence 3. aptitudes
Tyler (1931):V in terms of usefulness of the test in
measuring the attainment of course objectives
He was not opposed to empirical approach, but not
impressed by the use ofT marks as empirical
criterion
His suggestion: development of preliminary tests
for each course objectives to help
1) creating comprehensive criterion measures
2) diagnostic purposes
Then preparation of some practical tests to be
validated by correlation
26. Tyler’s concerns:
1. Sampling
2. Test construction
3. Validity
4. Mental process, no distinction btw content of
subj and the required mental process, and
items test info not the interpretation or
application of principles
5. Negative impacts of tests on instruction and
the reform of curriculum. Studying and
teaching were adapted to the emphasis of
tests
27. Tension btw empirical and logical
1930s-1940s
Overemphasis on empirical: inadequacy of
criteria for establishingV and backwash
effect on teaching and learning
Overemphasis on logical: impossibility of rep
sampling and fallibility of human judgement
Tyler: rational hypo in test construction
Pendulum swings against empirical
considerations (technician viewpoint)
28. 2 key principles in evaluation movement
1. The evaluation could not begin until the
curriculum had been defined in terms of
behavioral objectives
2. Any useful device might be employed in
the production of pupil growth account:
Teacher judgment
Essay examination
Objective test
29. Terman (1928) 3 primary concerns
of edu and psycho measurement
1. achievement 2. intelligence 3. aptitudes
Logical approach: Raw brain power and Binet-Simon
scales were extended.
Problem: thorough description of the universe of
intelligent behavior was not straightforward, there
was no clear definition
Binet: faculties are different from general intelligence
, a single test can be a test of intelligence.
Post-Binet: not a single test, but combined tests
(manifold and heterogeneous) performance on a
test is the product of both faculties and general
intelligence.
30. Terman (1928) 3 primary concerns of edu
and psycho measurement
1. achievement 2. intelligence 3. aptitudes
Solution: permissive sampling, assess
considerably more than the essence of
intelligence
V can be maximized by intentional construct
under-representation or intentional
construct- irrelevance
Assumption: random irrelevant item
variance cancel out in law of averages.
31. Terman (1928) 3 primary concerns of edu
and psycho measurement
1. achievement 2. intelligence 3. aptitudes
Empirical approach:
Criterion measure of intelligence is needed
During 1st world war: a number of reputed tests of
higher quality to be adopted as yardstick
Otis group test: most valid
Terman Group
Miller Group test: least valid
Army Alpha
Cattell-1943: promoted F.A as an important
validation technique and transform it from lay
activity to scientific prax
32. Terman (1928) 3 primary concerns of edu
and psycho measurement
1. achievement 2. intelligence 3. aptitudes
For the purpose of vocational guidance and
selection
1st Assumption: aptitudes were stable, if not innate
2nd assumption: aptitudes differ across and within
individuals along continua
Difference of aptitude measurement: the criterion
was not sth of present but of the future.
Successful performance in vocation= exercise of
skills and abilities that had not yet been developed.
Problem? How should it be validated??
33. Empirical approach of
Aptitude test:
The idea of sampling is meaningless so it led
to elevation of empirical approaches in 4
stages:
1) Administer the aptitude test
2) Wait until the required skills and abilities are
received
3) Assess job proficiency in situ
4) Correlate the result of tests and assessment
of job proficency
34. Empirical approach of
Aptitude test:
Absence of clear rational principles
Development based on haphazard trial and error
search for effective predictors
With minimum rationality
Large list of preference to discriminate btw
professions
Selection of items with high correlation to criterion
in successive fashion (multiple regression
challenge) low inter item correlation and high
correlation with criterion (weakness of aptitude
test)
35. Achilles heel of aptitude
testing
Robust criterion measures
V for criterion measures
2 major components of criterion problem:
1. The definition of criterion, subjective
judgment and widespread lack of
agreement over occupational success
2. The development of a procedure to measure
the criterion
36. Thorndike (1949): 3 categories
of criteria
1. Ultimate category: complete final goal of a
particular type of selection, multifaceted
and not available for direct study
2. Intermediate category
3. Immediate category
Validation will fall back on no 2, 3
Blind empiricism is fragile, dangerous. It was
repeatedly said by Messick 1970s—1990s
37. Mid 1940s: Paul Meehl and
Lee Cronbach, construct V
Paul Meehl:
Dissatisfied by client self-rating
Self rating should not be used as a behavior
surrogate but as an indirect sign of sth deeper
Because it requires
1. Appropriate level of self understanding
2. Willingness to disclose
38. Mid 1940s: Paul Meehl and
Lee Cronbach, construct V
Lee Cronbach:
Impact of item format
Response set: the tendency to respond differently to
items in different ways
6 kinds of response: Give many responses, Speed,
Accuracy, Gamble…
A threat toV:different individuals demonstrate
different response set on same set
Solution: useT/F less and MC more
39. Cronbach (1949): 5 technical
criteria of a good test
1. Validity
2. Reliability
3. Objectivity
4. Norms
5. Good items
2 approaches of logical analysis (psychological
understanding of attribute) and empirical
evidence
40. Cronbach (1949): V as the
correspondence of test to definition of
attribute
There are items that correspond to definition of
attribute yet bring irrelevant variables that make
the items impure:
1. Items with different answers of test takers
using different methods
2. Items with limited access to some test takers
from certain cultural groups
3. Items that are vulnerable to response sets
4. Items correspond to content yet fail to assess
desired processes
41. Cronbach (1949): ultimate
consideration
1. Logical analysis is inferior to empirical evidence.
2. Most frequently used criterion: instructor or
supervisors rating, others tests of the same
attribute
3. Discussed criterion problem in-depth
4. Rise of particular empirical approach : factorialV,
the degree that a test could purely measure one
type of ability