The effects of pretesting on post-test performance following self-instruction: A summary

NSPI Journal ◽  
2008 ◽  
Vol 10 (10) ◽  
pp. 7-11
Author(s):  
James Hartley
Keyword(s):  
Test Performance ◽  
Post Test ◽  
Self Instruction

Rapid HIV testing with same-day results: a field trial in Uganda

1998 ◽  
Vol 9 (3) ◽  
pp. 134-138 ◽  
Author(s):  
William J Kassler ◽  
Mary Grace Alwano-Edyegu ◽  
Elizabeth Marum ◽  
Benon Biryahwaho ◽  
Peter Kataaha ◽  
...  
Keyword(s):  
Hiv Testing ◽  
Test Performance ◽  
Predictive Value ◽  
Field Trial ◽  
Time Frame ◽  
Clinic Visit ◽  
Post Test ◽  
Testing Algorithm ◽  
Aids Information ◽  
Hiv 1

Rapid, on-site HIV testing with same-day results may improve services and increase the number of clients who learn their serostatus in developing countries. To validate test performance under field conditions and assess the change in the proportion of clients who learn their serostatus, we conducted a field trial using the Capillus HIV-1/HIV-2 assay (Cambridge Diagnostics) at the AIDS Information Centre counselling and testing sites in Uganda. Compared to the standard 2-EIA testing algorithm, the sensitivity of Capillus was 99.6% (95% CI; 98.5%, 99.9%), the specificity was 98.8% (95% CI; 98.1%, 99.3%), the positive predictive value was 96.5% (95% CI; 94.5%, 97.8%), and the negative predictive value was 99.9% (95% CI; 99.5%, 100%). It took less than 5 min to perform a single test, and results were returned to clients in less than an hour, during which time clients were counselled. This resulted in a 27% increase in the proportion of clients who learned their serostatus and received counselling. We conclude that simple, rapid HIV tests can be performed accurately on-site within the time frame of a clinic visit, increasing the number of clients who learn their serostatus and receive post-test counselling.

The South Dakota Model: Health Care Professions Student Disaster Preparedness and Deployment Training

2017 ◽  
Vol 11 (6) ◽  
pp. 735-740 ◽  
Author(s):  
Matt P. Owens ◽  
Cheri Buffington ◽  
Michael P. Frost ◽  
Randall J. Waldner
Keyword(s):  
Public Health ◽  
South Dakota ◽  
Small Group ◽  
Test Performance ◽  
Disaster Preparedness ◽  
Life Support ◽  
Health Professions ◽  
The South ◽  
Post Test ◽  
Disaster Training

ABSTRACTObjectiveThe Association of American Medical Colleges recommended an increase in medical education for public health emergencies, bioterrorism, and weapons of mass destruction in 2003. The University of South Dakota Sanford School of Medicine (USD SSOM) implemented a 1-day training event to provide disaster preparedness training and deployment organization for health professions students called Disaster Training Day (DTD).MethodsHospital staff and emergency medical services personnel provided the lecture portion of DTD using Core Disaster Life Support (CDLS; National Disaster Life Support Foundation) as the framework. Pre-test and post-test analyses were presented to the students. Small group activities covered leadership, anaphylaxis, mass fatality, points of dispensing deployment training, psychological first aid, triage, and personal protective equipment. Students were given the option to sign up for statewide deployment through the South Dakota Statewide Emergency Registry of Volunteers (SERV SD). DTD data and student satisfaction surveys from 2009 to 2016 were reviewed.ResultsSince 2004, DTD has provided disaster preparedness training to 2246 students across 13 health professions. Significant improvement was shown on CDLS post-test performance with a t-score of −14.24 and a resulting P value of <0.00001. Students showed high levels of satisfaction on a 5-level Likert scale with overall training, small group sessions, and perceived self-competency relating to disaster response. SERV SD registration increased in 2015, and 77.5% of the participants registered in 2016.ConclusionDTD at the USD SSOM provides for an effective 1-day disaster training course for health professions students. Resources from around the state were coordinated to provide training, liability coverage, and deployment organization for hundreds of students representing multiple health professions. (Disaster Med Public Health Preparedness. 2017;11:735–740)

Can Computer-Based Assessment be Used for Motor Skills Learning? A Training Transfer Study

1998 ◽  
Vol 42 (20) ◽  
pp. 1432-1436
Author(s):  
Barbara Barnett ◽  
Bruce Perrin ◽  
Jim Curtin ◽  
Katrin Helbing
Keyword(s):  
Performance Feedback ◽  
Test Performance ◽  
Full Range ◽  
Training Group ◽  
Training Transfer ◽  
Training System ◽  
Training Environment ◽  
Post Test ◽  
Computer Based ◽  
Skills Learning

A study was conducted to assess the effectiveness of a Virtual Environment-based intelligent tutor developed to train maneuvering skills on a remotely operated underwater vehicle (ROV) and to evaluate training transfer from the VE-enhanced training environment to maneuvering an actual ROV in an underwater environment. Thirty-two subjects were randomly assigned to one of four test groups: full training, simulation only, ROV only, or no training. Participants completed two pre-test trials, followed by training, and then two different of post-test tasks. Pre-test trials and training transfer trials were conducted in a test tank using an actual ROV. The full training group received computer-based verbal coaching, performance feedback, a VE-enhanced external, and performance based progression through a matrix of exercises organized by increasing task difficulty. Subjects in the simulation only and ROV only groups received an equal amount of unstructured practice time using the ROV simulation and the actual vehicle respectively. The No Training group performed only the pre-test and post-test trials. Comparison of pre-test and post-test performance was made across a full range of performance parameters. For most measures, no significant differences were observed between the different treatment groups. Where differences were observed, subjects with initial low ability in pre-test did not benefit from the full training system as much as the other forms of training. Transfer trials indicated that all forms of training showed significant positive transfer over that of the No Training group.

scholarly journals Task-based language teaching methods integrated with local wisdom: The impact on students' writing skills

2021 ◽  
Vol 1 (2) ◽  
pp. 123-132
Author(s):  
Balqis Husain ◽  
Suhernita Suhernita ◽  
Zulhasmi Abasa ◽  
Fahmi Djaguna
Keyword(s):  
Teaching Methods ◽  
Test Performance ◽  
Language Teaching ◽  
Writing Skills ◽  
Learning Method ◽  
Post Test ◽  
The Subject ◽  
Language Teaching Methods ◽  
The Impact ◽  
Test Result

The researcher conducts the study to increase students’ writing skills through TBLT (Task-Based Language Teaching). The subject of this research consists of 32 students in the VIII A class. The objectives of this research are categorized into 2; (1) to find out whether the implementation of the Task-Based Learning method can improve the students’ writing skills, and (2) to find out what kind of writing aspects improve significantly after using Task-Based Learning method. Research design uses pre-test and post-test. Therefore, both groups are given a pre-test, conduct a treatment, then pass a post-test. This research is conducted at eighth grade in 2019/2020 for one month, from August to September 2020. This research shows that after being taught task-based language teaching, students' writing skills, especially in narrative text, improved substantially. It can be analyzed on post-test performance; no one has reached the excellent, good, and fair categories (0 percent). 37.5 percent of students have reached the appropriate category. 65.2 percent of students had failed in the category unless they had handled it for seven meetings. This result is slightly different from the pre-test result. However, only 25 percent of students fall into the decent category, and 75 percent fail. There are no students who are in weak, moderate, decent, and outstanding categories.

scholarly journals Effectiveness of SIM on Knowledge Regarding Childbirth Care among Upcoming Fathers

2021 ◽  
pp. 460-465
Author(s):  
Suwarna Ghugare ◽  
Archana Maurya
Keyword(s):  
Research Design ◽  
Sampling Technique ◽  
Knowledge Score ◽  
Average Level ◽  
Clinical Report ◽  
Good Level ◽  
Post Test ◽  
Level Of Knowledge ◽  
Self Instruction ◽  
Childbirth Care

Background: In the decade that followed since the original clinical report on the fathers role was published by the American Academy of Paediatrics in May 2004, there has been a surge of attention and research on fathers and their role in the care and development of their children. Methods: For this research, true experimental pre-test post-test research design has been adopted. The study was conducted in selected hospital of Wardha district. Pre experimental one group pre-test post-test research design was used and sample size was 60.Non probability purposive sampling technique was used. Results: 13.33% of upcoming fathers had poor knowledge level and 51.67% of upcoming fathers had average level of knowledge score in pre-test, 35% upcoming fathers had good level knowledge score in pre test. In post test 1.67% of upcoming father had good level of knowledge score, 55% of upcoming father had very good level of knowledge score and 61.67% of upcoming father had excellent level of knowledge score and none of them had poor and average level of knowledge score. Conclusion: It is concluded that self instruction module was found to be effective in improving the knowledge of childcare among upcoming father.

scholarly journals Flipping the Classroom to Enhance Academic Vocabulary Learning in an English for Academic Purposes (EAP) Course

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402095705
Author(s):  
Ljiljana Knežević ◽  
Vera Županec ◽  
Branka Radulović
Keyword(s):  
Test Performance ◽  
Flipped Classroom ◽  
Vocabulary Acquisition ◽  
Learning Experience ◽  
Good Practice ◽  
Mental Effort ◽  
English For Academic Purposes ◽  
Academic Vocabulary ◽  
Conventional Teaching ◽  
Post Test

The present study explores the efficiency of the flipped classroom approach on English for Academic Purposes (EAP) students’ academic vocabulary acquisition in comparison with the conventional teaching approach. The efficiency is examined by evaluating students’ post-test performance, self-perceived mental effort employed in completing post-test tasks, and perceptions regarding the learning experiences. To this end, 60 undergraduates divided into flipped (E) and conventional (C) group participated in the survey. Quantitative data analysis revealed that the flipped classroom approach showed higher instructional efficiency than the conventional approach as the E group significantly outperformed the C group and reported investing considerably lower mental effort in completing the post-test tasks. In addition, the E group expressed significantly more positive perceptions toward the learning experience than the C group. Considering the positive results obtained in the study, the article points out the use of the flipped approach as an example of good practice for enhancing academic vocabulary acquisition in EAP context.

The Use of Peer Assessment to Improve Students’ Learning of Geometry

2018 ◽  
Vol 5 (2) ◽  
pp. 187-206 ◽  
Author(s):  
Dk Siti Nabilah Pengiran Omar ◽  
Masitah Shahrill ◽  
Masriatol Zuraifah Sajali
Keyword(s):  
Test Performance ◽  
Mathematics Classroom ◽  
Peer Assessment ◽  
Mathematical Problem ◽  
Self Regulation ◽  
Peer Feedback ◽  
Knowledge Retention ◽  
Student Role ◽  
Post Test ◽  
Student Centred Learning

Abstract This mixed-method action research study aimed to examine the effect of the use peer of assessment in a Brunei Mathematics classroom in the learning of Geometry. This study offered insights into the use of a student-centred learning approach, which the participants held the role as an assessor of peer’s work, and the use of peer feedback as a potential learning source in changing students’ conception and understanding in the topic of Angle properties. The study revealed that the use of peer assessment had significance in improving students’ performance in the learning of Geometry and there was evidence of knowledge retention as a result from the intervention as seen in the improved post-test performance on similar mathematical problem. In addition, the mathematical works in the post-test still showed evidence of misunderstandings and misconception in the concept of Angle. Despite the unsatisfactory quality of peer feedback given by the participants, the assessing activity and the student’ role as the assessor had increased cognitive, metacognitive awareness and self-regulation in their learning. Overall, the participants showed positive perception and attitude towards the use of peer assessment as a learning tool in Mathematics and considered it as a means for knowledge sharing. There was still concern of emotional sensitivity and anonymity despite the effort to maintain the anonymity of the students’ work and identity as an assessor.

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