The Efficacy of Three SJT Response Formats

2011 ◽  
Author(s):  
Ryan M. Glaze ◽  
Steven Jarrett ◽  
Ira Schurig ◽  
Winfred Arthur ◽  
Jason E. Taylor
Keyword(s):  
Response Formats

scholarly journals Louisiana Geriatric Workforce Enhancement Program: Analysis of Learning Outcomes From Dementia Training

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 58-58
Author(s):  
Katherine Kirsch ◽  
Catherine Lemieux ◽  
Laura Ainsworth ◽  
Sarah Choate ◽  
Ashleigh Borgmeyer ◽  
...  
Keyword(s):  
Primary Care ◽  
Program Analysis ◽  
Training Session ◽  
Cohen’S D ◽  
Response Formats ◽  
Cohen's D ◽  
Item Knowledge ◽  
South Louisiana ◽  
Severe Shortage ◽  
Primary Care Professionals

Abstract A recent Alzheimer’s Association report noted that by year 2050, the number of Americans diagnosed with Alzheimer’s disease and related dementias (ADRD) will triple to over 15 million. The report referred to primary care as the front line for meeting this demand, yet the nation faces a severe shortage of ADRD trained, primary care professionals (PCPs). Louisiana Geriatric Workforce Enhancement Program (LA-GWEP) addresses this demand. The purpose of this study was to examine preliminary data respective to LA-GWEP effectiveness with interdisciplinary education and training seminars, primarily aimed at medical, nursing, and social work PCPs. Three seminars were conducted in south Louisiana: Seminars 1 and 2 addressed effective communication, verbal and nonverbal, among persons with ADRD and caregivers; Seminar 3 offered basic overview of dementia symptomology, stages, and behaviors. Pre- and post-training session data were collected on-site. Participants completed questionnaires that included a 10-item knowledge assessment and 20-item Dementia Attitudes Scale (DAS). These measures contained Likert response formats; higher scores indicating greater levels of ADRD knowledge, in patient and caregiver contexts. Paired sample t-tests were conducted to observe any significant pre-to-post improvement, Cohen’s d for effect size. Seminar 1 revealed no significant pre-to-post difference: t = -1.019, p = 0.320. Adjusting content from audience feedback, Seminar 2 revealed significant pre-to-post difference: t = -7.516, p < .001, Cohen’s d = 1.2. Seminar 3 yielded significant improvement on DAS scores: t = -2.96, p < .01, Cohen’s d = 0.34. Implications for seminars in future years of LA-GWEP are discussed.

Effect of Response Format and Product Involvement on Questionnaire Reliability

1983 ◽  
Vol 52 (2) ◽  
pp. 407-411 ◽  
Author(s):  
Richard H. Evans
Keyword(s):  
Response Format ◽  
Product Involvement ◽  
Response Formats ◽  
Inverse Pattern

This study examined the effect of response format and product involvement on reliability. According to the results, reliability varied over the four response formats and product-involvement levels. An inverse pattern existed between product involvement and reliability.

scholarly journals A Residual-Based Approach to Validate Q-Matrix Specifications

2017 ◽  
Vol 41 (4) ◽  
pp. 277-293 ◽  
Author(s):  
Jinsong Chen
Keyword(s):  
Real Life ◽  
Attribute Level ◽  
Simulation Studies ◽  
Cognitive Diagnosis Models ◽  
Modeling Process ◽  
Response Formats ◽  
Item Level ◽  
Q Matrix ◽  
Matrix Construction ◽  
Test Level

Q-matrix validation is of increasing concern due to the significance and subjective tendency of Q-matrix construction in the modeling process. This research proposes a residual-based approach to empirically validate Q-matrix specification based on a combination of fit measures. The approach separates Q-matrix validation into four logical steps, including the test-level evaluation, possible distinction between attribute-level and item-level misspecifications, identification of the hit item, and fit information to aid in item adjustment. Through simulation studies and real-life examples, it is shown that the misspecified items can be detected as the hit item and adjusted sequentially when the misspecification occurs at the item level or at random. Adjustment can be based on the maximum reduction of the test-level measures. When adjustment of individual items tends to be useless, attribute-level misspecification is of concern. The approach can accommodate a variety of cognitive diagnosis models (CDMs) and be extended to cover other response formats.

Auditory Training and Speech Discrimination

1970 ◽  
Vol 13 (4) ◽  
pp. 839-855 ◽  
Author(s):  
Daniel L. Bode ◽  
Herbert J. Oyer
Keyword(s):  
Auditory Discrimination ◽  
Auditory Training ◽  
Speech Discrimination ◽  
Training Material ◽  
Closed Set ◽  
Open Set ◽  
Speech Reception ◽  
Hearing Aid Use ◽  
Response Formats ◽  
Respective Type

Thirty-two adults with sensorineural hearing loss participated in a short-term auditory training program. The listeners were assigned to one of four matched groups which were equivalent in pure-tone sensitivity, speech-reception threshold, PB discrimination in quiet and in noise, intelligence, age, education, duration of loss, sex, and hearing-aid use. Each group responded during training to a different combination of listening condition (S/N varied or S/N-constant) and speech material (closed-set or open-set response formats). Statistically significant increase in auditory discrimination was shown on the W-22 and Rhyme tests, while the increase revealed by the Semi-Diagnostic test was not significant. Results indicated that the two listening conditions were equally effective. Similarly, the two types of training material brought about equivalent increases in overall speech discrimination. Trends suggested that open-set and closed-set training each had most effect on the respective type of speech discrimination. In addition, improvement in auditory discrimination was associated with those individuals who were oldest, with those who had highest intelligence, and with those who responded to training material at the most intense presentation level. Finally, listeners who reported the most hearing handicap also tended to show the greatest loss in speech reception and in speech discrimination in noise.

scholarly journals Validation of an online questionnaire of vocabulary learning strategies for ESL learners

2020 ◽  
Author(s):  
Yongqi Gu
Keyword(s):  
English Language Learners ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Internal Consistency Reliability ◽  
Online Questionnaire ◽  
Paper Version ◽  
Response Formats ◽  
Vocabulary Learning Strategies ◽  
Esl Learners

© 2018, Adam Mickiewicz University Press. All rights reserved. This article reports on the updating and validation of a questionnaire for vocabulary learning strategies. An English as a second language (ESL) version of the Vocabulary Learning Questionnaire (VLQ), first published in Gu and Johnson (1996), was created based on its latest version. Two response formats were piloted, that is, a paper version with a 7-point Likert scale and an online version with a 100-point slider bar. A series of validation procedures resulted in a 62-item instrument which was then administered online among 682 English language learners at the tertiary level in China. The paper presents evidence of content validity, construct validity, internal consistency reliability, and predictive validity. It also provides suggestions for interpreting and using the questionnaire for both research and instructional purposes.

Sex-Linked Bias in Promotion Decisions: The Role of Candidate's Career Relevance and Respondent's Prior Experience

1992 ◽  
Vol 16 (2) ◽  
pp. 209-228 ◽  
Author(s):  
Asya Pazy
Keyword(s):  
Prior Experience ◽  
Sex Bias ◽  
Female Manager ◽  
Career Experience ◽  
The Past ◽  
Analogue Study ◽  
Subject Design ◽  
Response Formats ◽  
Rating Format

To investigate the idea that information about relevant career experience has an effect on the degree of sex bias in promotion decisions, an analogue study was conducted in which sex of candidate and relevance of prior jobs were varied. The effect of respondent's experience of subordinacy to a female manager was also investigated. A within-subject design was used with two response formats, ranking and rating. As predicted, relevance of career experience was a primary consideration in the promotion decision. Respondents who had worked in the past under a female manager showed a profemale bias in choosing among candidates with relevant career experience. No sex-linked bias was identified in the treatment of the candidates with irrelevant prior experience. Additional results suggested that the ranking format was more sensitive to the effect of sex-linked bias than was the rating format.

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