Computerized assessment of verbal skill

1993 ◽  
Vol 22 (4) ◽  
pp. 427-444 ◽  
Author(s):  
Egbert Assink ◽  
G�ran Kattenberg
Keyword(s):  
Verbal Skill ◽  
Computerized Assessment

scholarly journals A novel computerized assessment of manual spatial exploration in unilateral spatial neglect

2021 ◽  
pp. 1-22
Author(s):  
Jordan E. Pierce ◽  
Roberta Ronchi ◽  
Marine Thomasson ◽  
Irene Rossi ◽  
Carlotta Casati ◽  
...  
Keyword(s):  
Spatial Neglect ◽  
Computerized Assessment ◽  
Unilateral Spatial Neglect ◽  
Spatial Exploration

Computerized assessment of labor in women with intrapartum uterine rupture

1999 ◽  
Vol 93 (4) ◽  
pp. S66
Author(s):  
E HAMILTON ◽  
E BUJOLD ◽  
B BENDAVID ◽  
E KIMANANI ◽  
R GAUTHIER ◽  
...  
Keyword(s):  
Uterine Rupture ◽  
Computerized Assessment

ANALISIS KESULITAN SISWA DALAM MENYELESAIKAN SOALPOLA BILANGAN DITINJAU DARI ADVERSITY QUOTIENT KELAS VIII SMP NEGERI 26 MAKASSAR

2020 ◽  
Vol 5 (2) ◽  
pp. 75-85
Author(s):  
Tamsil Mufakat ◽  
Muhammad Rizal Usman
Keyword(s):  
Verbal Skill

Penelitan ini bertujuan untuk mengetahui (1) kesulitan siswa dalam menyelesaikan soal pola bilangan yang berkategori (1)climbers. (2) campers. (3) quitters.Subjek penelitian diambil dari satu rombongan belajar siswa kelas VIII SMP Negeri 26 Makassar.Diberikan tes angket Adversity Quotient.Tes angket tersebut dipilih 1 subjek yang mewakili kategori climbers, campers, quitters.Ketiga subjek selanjutnya diberikan soal tes diagnosis untuk menganalisis kesulitan menyelesaikan soal pola bilangan.Selanjutnya dilakukan wawancara kepada subjek untuk menganalisis kesulitan menyelesaikan soal yang mengacu pada jawaban yang diberikan pada tes diagnosis. Berdasarkan Hasil analisis deskriptif kualitatif yang dilakukan dapat ditarik kesimpulan bahwa (1) kesulitan siswa dalam menyelesaikan soal pola bilangan yang berkategoriclimbers adalah sulit dalam mempelajari barisan dan deret, kesulitan memahami prinsip dari pola bilangan persegi dikarenakan lupa dengan rumus, dan kesulitan dalam membedakan soal cerita dari materi pola bilangan. (2) kesulitan siswa dalam menyelesaikan soal pola bilangan yang berkategoricampersadalah subjek kesulitan mempelajari konsep penggunaan r – 1 dan 1 – r, kesulitan memahami prinsip yang digunakan dalam menyelesaikan soal nomor 1 dikarenakan tidak menganalisis soal dengan baik, dan kesulitan mentransformasikan soal cerita kedalam kalimat matematika serta tidak mampu membedakan soal cerita barisan dan deret aritmatika. (3) kesulitan siswa dalam menyelesaikan soal pola bilangan yang berkategoriquitters adalah kesulitan mempelajari konsep dikarenakan pemahaman tentang konsep dari aritmatika dan geometri masih kurang, kesulitan memahami prinsip yang sama dengan subjek lainnya yaitu lupa dengan rumus yang digunakan dalam menjawab soal, dan kesulitan menyelesaikan soal bentuk verbal (skill). Ini terjadi karena ketidakmampuan menuliskan informasi yang ada disoal.

Raise your hand if you’re spatial

Gesture ◽  
2007 ◽  
Vol 7 (1) ◽  
pp. 73-95 ◽  
Author(s):  
Autumn B. Hostetter ◽  
Martha W. Alibali
Keyword(s):  
Individual Differences ◽  
Cognitive Skills ◽  
Spatial Visualization ◽  
Semantic Fluency ◽  
Spatial Skills ◽  
Verbal Skill ◽  
Spatial Skill ◽  
Phonemic Fluency ◽  
Representational Gestures ◽  
Gesture Production

Individuals differ greatly in how often they gesture when they speak. This study investigated relations between speakers’ verbal and spatial skills and their gesture rates. Two types of verbal skill were measured: semantic fluency, which is thought to index efficiency with lexical access, and phonemic fluency, which is thought to index efficiency with organizing the lexicon in novel ways. Spatial skill was measured with a visualization task. We hypothesized that individuals with low verbal skill but high spatial visualization skill would gesture most often, due to having mental images not closely linked to verbal forms. This hypothesis was supported for phonemic fluency, but not for semantic fluency. We also found that individuals with low phonemic fluency and individuals with high phonemic fluency produced representational gestures at higher rates than individuals with average phonemic fluency. The findings indicate that individual differences in gesture production are associated with individual differences in cognitive skills.

scholarly journals From 2D to 3D: an algorithm to derive normal values for 3-dimensional computerized assessment

2011 ◽  
Vol 81 (1) ◽  
pp. 3-10 ◽  
Author(s):  
Bruno Frazão Gribel ◽  
Marcos Nadler Gribel ◽  
Flavio Ricardo Manzi ◽  
Sharon L. Brooks ◽  
James A. McNamara
Keyword(s):  
Normal Values ◽  
Computerized Assessment ◽  
3 Dimensional ◽  
2D To 3D

Evaluation of a Networked Self-Testing Program

2000 ◽  
Vol 86 (1) ◽  
pp. 127-128 ◽  
Author(s):  
David E. Clarke
Keyword(s):  
Test Scores ◽  
Choice Test ◽  
First Year ◽  
Multiple Choice Test ◽  
Computerized Assessment ◽  
Testing Program ◽  
Assessment Tests ◽  
Practice Tests ◽  
Self Testing ◽  
Explained Variance

The use of a computerized, multiple-choice test bank to present practice and assessment tests on a network was evaluated with 46 men and 119 women from a first-year class in psychology. A correlation of .65 ( p <. 001) between scores on a traditional paper-and-pencil test and scores on a computerized test provided some validity for the computerized assessment. Regression analysis showed that ability (previous academic performance) and motivation (number of practice tests taken) accounted for 73% of the explained variance in computerized test scores. Sex differences did not enter the regression equation significantly.

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