996 resultados para Educational tests
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In this paper a new simulation environment for a virtual laboratory to educational proposes is presented. The Logisim platform was adopted as the base digital simulation tool, since it has a modular implementation in Java. All the hardware devices used in the laboratory course was designed as components accessible by the simulation tool, and integrated as a library. Moreover, this new library allows the user to access an external interface. This work was motivated by the needed to achieve better learning times on co-design projects, based on hardware and software implementations, and to reduce the laboratory time, decreasing the operational costs of engineer teaching. Furthermore, the use of virtual laboratories in educational environments allows the students to perform functional tests, before they went to a real laboratory. Moreover, these functional tests allow to speed-up the learning when a problem based approach methodology is considered. 2014 IEEE.
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The purpose of this paper aims at carrying out a study in the area of Statistics for classifying Portuguese Secondary Schools (both mainland and islands: Azores and Madeira), taking into account the results achieved by their students in both national examinations and internal assessment. The main according consists of identifying groups of schools with different performance levels by considering the sub-national public and private education systems as well as their respective geographic location. For this, we developed an alternative educational indicator for the so-called Secondary Education indicator rankings released since 2001 by the Portuguese media.
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Rapport de synthse : Cette recherche s'intresse (1) au port et l'utilisation d'armes chez les adolescents ainsi que (2) aux rles des facteurs environnementaux et individuels dans la violence juvnile. Les donnes taient tirs de SMASH 2002 (Swiss multicenter adolescent survey on health 2002), tude dans laquelle un chantillon reprsentatif de 7548 tudiants et apprentis gs entre 16 et 20 ans vivant en Suisse ont t interrogs Dans une premire tude, les adolescents ayant port une arme (couteau, masse, coup de poing amricain, pistolet/autre arme feu, spray) durant l'anne prcdant l'enqute taient compars avec ceux n'ayant pas port d'arme. Ensuite, dans le sous-chantillon de porteurs d'armes, ceux ayant uniquement port l'arme taient compars avec ceux ayant utilis une arme dans une bagarre. Des facteurs individuels, familiaux, scolaires et sociaux ont t tudis l'aide d'analyses bivaries et multivaries. 13.7% des jeunes vivant en Suisse ont port une arme dans l'anne prcdant l'enqute. 6.2% des filles porteuses d'armes et 19.9% des garons porteurs d'armes ont fait usage de l'arme dans une bagarre. Chez les garons et chez les filles, les porteurs d'armes taient plus souvent dlinquants et victimes de violence physique. Les garons porteurs d'armes taient plus souvent des apprentis, la recherche de sensations fortes, porteurs de tatouages, avaient une mauvaise relation avec leurs parents, taient dans des bagarres sous l'influence de substances, et avaient des relations sexuelles risque. En comparaison avec les porteuses d'armes, les filles utilisatrices d'armes taient plus souvent fumeuses quotidiennes. Les garons ayant utilis leur arme taient plus souvent ns l'tranger, vivaient dans un milieu urbain, taient des apprentis, avaient un mauvais contexte scolaire, avaient des relations sexuelles risque et taient impliqus dans des bagarres sous l'influence de substances. Nos rsultats montrent que porter une arme est un comportement relativement frquent chez les adolescents vivant en Suisse et qu'une proportion non ngligeable de ces porteurs d'armes ont utilis l'arme dans une bagarre. De ce fait, une discussion sur le port d'arme devrait tre incluse dans l'entretien clinique ainsi que dans les programmes de prvention visant les adolescents. Dans une deuxime tude, la violence juvnile tait dfinie comme prsente si l'adolescent avait commis au moins un des quatre dlits suivants durant l'anne prcdant l'enqute: attaquer un adulte, arracher ou voler quelque chose, porter une arme ou utiliser une arme dans une bagarre. Des niveaux cologiques taient tests et rsultaient en un modle trois niveaux pour les garons (niveau individuel, niveau classe et niveau cole) et, cause d'une faible prvalence de la violence chez les filles, en un modle un niveau (individuel) pour les filles. Des variables dpendantes taient attribues chaque niveau, en se basant sur la littrature. Le modle multiniveaux des garons montrait que le niveau cole (10%) et le niveau classe (24%) comptaient pour plus d'un tiers de la variance inter-individuelle dans le comportement violent. Les facteurs associs ce comportement chez les filles taient tre victime de violence physique et la recherche de sensations fortes. Pour les garons, les facteurs explicatifs de la violence taient pratiquer des relations sexuelles risque, tre la recherche de sensations fortes, tre victime de violence physique, avoir une mauvaise relation avec les parents, tre dprim et vivre dans une famille monoparentale au niveau individuel, la violence et les actes antisociaux au niveau de la classe et tre apprenti au niveau de l'cole. Des interventions au niveau de la classe ainsi qu'un rglement explicit en ce qui concerne la violence et d'autres comportements risque dans des coles devraient tre prioritaires pour la prvention de la violence chez les adolescents. En outre, la prvention devrait tenir compte des diffrences entre les sexes.
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BACKGROUND Illiteracy, a universal problem, limits the utilization of the most widely used short cognitive tests. Our objective was to assess and compare the effectiveness and cost for cognitive impairment (CI) and dementia (DEM) screening of three short cognitive tests applicable to illiterates. METHODS Phase III diagnostic test evaluation study was performed during one year in four Primary Care centers, prospectively including individuals with suspicion of CI or DEM. All underwent the Eurotest, Memory Alteration Test (M@T), and Phototest, applied in a balanced manner. Clinical, functional, and cognitive studies were independently performed in a blinded fashion in a Cognitive Behavioral Neurology Unit, and the gold standard diagnosis was established by consensus of expert neurologists on the basis of these results. Effectiveness of tests was assessed as the proportion of correct diagnoses (diagnostic accuracy [DA]) and the kappa index of concordance (k) with respect to gold standard diagnoses. Costs were based on public prices at the time and hospital accounts. RESULTS The study included 139 individuals: 47 with DEM, 36 with CI, and 56 without CI. No significant differences in effectiveness were found among the tests. For DEM screening: Eurotest (k = 0.71 [0.59-0.83], DA = 0.87 [0.80-0.92]), M@T (k = 0.72 [0.60-0.84], DA = 0.87 [0.80-0.92]), Phototest (k = 0.70 [0.57-0.82], DA = 0.86 [0.79-0.91]). For CI screening: Eurotest (k = 0.67 [0.55-0.79]; DA = 0.83 [0.76-0.89]), M@T (k = 0.52 [0.37-0.67]; DA = 0.80 [0.72-0.86]), Phototest (k = 0.59 [0.46-0.72]; DA = 0.79 [0.71-0.86]). There were no differences in the cost of DEM screening, but the cost of CI screening was significantly higher with M@T (330.7 177.1 , mean sd) than with Eurotest (294.1 195.0 ) or Phototest (296.0 196. 5 ). Application time was shorter with Phototest (2.8 0.8 min) than with Eurotest (7.1 1.8 min) or M@T (6.8 2.2 min). CONCLUSIONS Eurotest, M@T, and Phototest are equally effective. Eurotest and Phototest are both less expensive options but Phototest is the most efficient, requiring the shortest application time.
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Test-based assessment tools are mostly focused on the use of computers. However, advanced Information and Communication Technologies, such as handheld devices, opens up the possibilities of creating new assessment scenarios, increasing the teachers choices to design more appropriate tests for their subject areas. In this paper we use the term Computing-Based Testing (CBT) instead of Computer-Based Testing, as it captures better the emerging trends. Within the CBT context, the paper is centred on proposing an approach for Assessment in situ activities, where questions have to be answered in front of a real space/location (situ). In particular, we present the QuesTInSitu software implementation that includes both an editor and a player based on the IMS Question and Test Interoperability specification and GoogleMaps. With QuesTInSitu teachers can create geolocated questions and tests (routes), and students can answer the tests using mobile devices with GPS when following a route. Three illustrating scenarios and the results from the implementation of one of them in a real educational situation show that QuesTInSitu enables the creation of innovative, enriched and context-aware assessment activities. The results also indicate that the use of mobile devices and location-based systems in assessment activities facilitates students to put explorative and spatial skills into practice and fosters their motivation, reflection and personal observation.
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OBJECTIVE To evaluate the effectiveness of an educational intervention on malignant hyperthermia with operating room nurses. METHOD A quasi-experimental study, aimed at an educational intervention of short duration with the nursing staff in the operating room of the institution hosting the research in the city of São Paulo, with the participation of 96 professionals. Pre-intervention tests and post-intervention tests were applied, which consisted of a lecture followed by simulation. RESULTS Considering the overall results of the intervention, there was a statistically significant difference (p<0.00). After the educational intervention, there was an increase of the minimum and maximum scores, and average growth of 2.64 points in the knowledge of professionals when compared to the previous step. CONCLUSION The educational intervention strategy favors the concept of the content developed by everyone involved and qualifies professionals to work safely.
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This three-phase study was conducted to examine the effect of the Breast Cancer Patients Pathway program (BCPP) on breast cancer patients empowering process from the viewpoint of the difference between knowledge expectations and perceptions of received knowledge, knowledge level, quality of life, anxiety and treatment-related side effects during the breast cancer treatment process. The BCPP is an Internet-based patient education tool describing a flow chart of the patient pathway during the breast treatment process, from breast cancer diagnostic tests to the follow-up after treatments. The ultimate goal of this study was to evaluate the effect of the BCPP to the breast cancer patients empowerment by using the patient pathway as a patient education tool. In phase I, a systematic literature review was carried out to chart the solutions and outcomes of Internet-based educational programs for breast cancer patients. In phase II, a Delphi study was conducted to evaluate the usability of web pages and adequacy of their content. In phase III, the BCPP program was piloted with 10 patients and patients were randomised to an intervention group (n=50) and control group (n=48). According to the results of this study, the Internet is an effective patient education tool for increasing knowledge, and BCPP can be used as a patient education method supporting other education methods. However, breast cancer patients perceptions of received knowledge were not fulfilled; their knowledge expectations exceed the perceived amount of received knowledge. Although control group patients knowledge expectations were met better with the knowledge they received in hospital compared to the patients in the intervention group, no statistical differences were found between the groups in terms of quality of life, anxiety and treatment-related side effects. However, anxiety decreased faster in the intervention group when looking at internal differences between the groups at different measurement times. In the intervention group the relationship between the difference between knowledge expectations and perceptions of received knowledge correlated significantly with quality of life and anxiety. Their knowledge level was also significant higher than in the control group. These results support the theory that the empowering process requires patients awareness of knowledge expectations and perceptions of received knowledge. There is a need to develop patient education to meet patients perceptions of received knowledge, including oral and written education and BCPP, to fulfil patients knowledge expectations and facilitate the empowering process. Further research is needed on the process of cognitive empowerment with breast cancer patients. There is a need for new patient education methods to increase breast cancer patients awareness of knowing.
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PURPOSE: To evaluate the frequency of fear of needles and the impact of a multidisciplinary educational program in women with pre-gestational and gestational diabetes taking insulin during pregnancy. METHODS: The short Diabetes Fear of Injecting and Self-testing Questionnaire (D-FISQ), composed by two subscales that access fear of self injection (FSI) and fear of self testing (FST), was administered twice during pregnancy to 65 pregnant women with pre-gestational and gestational diabetes: at the first endocrine consult and within the last two weeks of pregnancy or postpartum. An organized multidisciplinary program provided diabetes education during pregnancy. Statistical analysis was carried out by Wilcoxon and McNemar tests and Spearman correlation. A p<0.05 was considered to be significant. RESULTS: Data from the short D-FISQ questionnaire shows that 43.1% of pregnant women were afraid of needles in the first evaluation. There was a significant reduction in scores for FSI and FST subscales between the first and second assessments (first FSI 38.5% compared with second 12.7%, p=0.001; first FST 27.7% compared with second FST 14.3%, p=0.012). CONCLUSIONS: The fear of needles is common in pregnant women on insulin therapy and an organized multidisciplinary educational diabetes program applied during pregnancy reduces scores of such fear.
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Please consult the paper edition of this thesis to read. It is available on the 5th Floor of the Library at Call Number: Z 9999 E38 D56 1992
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Resumen tomado de la publicaci??n
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This paper is a review of educational achievement tests and their suitability for hearing impaired children.
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The focus of this study was to review existing literature and analyze a survey of professional opinion regarding how children with hearing loss caused by congenital cytomegalovirus (CMV) function audiologically and educationally. This study proposes a benefit for adding CMV screening to the battery of tests included in the newborn screening protocol to improve educational outcomes of children deafened from CMV.
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To date, only one study has investigated educational attainment in poor (reading) comprehenders, providing evidence of poor performance on national UK school tests at age 11 years relative to peers (Cain & Oakhill, 2006). In the present study, we adopted a longitudinal approach, tracking attainment on such tests from 11 years to the end of compulsory schooling in the UK (age 16 years). We aimed to investigate the proposal that educational weaknesses (defined as poor performance on national assessments) might become more pronounced over time, as the curriculum places increasing demands on reading comprehension. Participants comprised 15 poor comprehenders and 15 controls; groups were matched for chronological age, nonverbal reasoning ability and decoding skill. Children were identified at age 9 years using standardised measures of nonverbal reasoning, decoding and reading comprehension. These measures, along with a measure of oral vocabulary knowledge, were repeated at age 11 years. Data on educational attainment were collected from all participants (N = 30) at age 11 and from a subgroup (n = 21) at 16 years. Compared to controls, educational attainment in poor comprehenders was lower at ages 11 and 16 years, an effect that was significant at 11 years. When poor comprehenders were compared to national performance levels, they showed significantly lower performance at both time points. Low educational attainment was not evident for all poor comprehenders. Nonetheless, our findings point to a link between reading comprehension difficulties in mid to late childhood and poor educational outcomes at ages 11 and 16 years. At these ages, pupils in the UK are making key transitions: they move from primary to secondary schools at 11, and out of compulsory schooling at 16.
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Abstract. In two linked studies we examined childrens performance on tasks required for participation in cognitive therapy. In Study 1 we piloted some new tasks with children aged 5 to 11 years. In study 2 the effects of IQ, age and educational experience were examined in children aged 5 to 7 years. In study 1, 14 children aged 5 to 11 completed three tasks related to cognitive therapy; generating post-event attributions, naming emotions, and linking thoughts and feelings. Study 2 used a between-subjects design in which 72 children aged 5, 6, or 7 years from two primary schools completed the three tasks and the Block Design and Vocabulary sub-tests from the WISC III or WPPSI-R. Children were tested individually during the school day. All measures were administered on the same occasion. In study 2 administration order of the cognitive therapy task and the WISC III/WPPSI-R were randomized. The majority of children demonstrated some ability on each of the three tasks. In study 2, performance was associated with school and with IQ but not with age. There were no gender differences. Children attending a school with an integrated thinking skills programme and those with a higher 1Q were more successful on the cognitive therapy tasks. These results suggest that many young children could engage in cognitive therapy given age-appropriate materials. The effects of training in relevant meta-cognitive skills on childrens ability to use concepts in CBT may warrant further research. Keywords: Cognitive behaviour therapy, young children, cognitive development
