Appropriate strategy selection and final test performance improvements after surprise testing

2006 ◽  
Author(s):  
Ayanna K. Thomas ◽  
Mark A. McDaniel
Keyword(s):  
Test Performance ◽  
Strategy Selection ◽  
Final Test ◽  
Performance Improvements

Spacing Effects in Learning

2008 ◽  
Vol 19 (11) ◽  
pp. 1095-1102 ◽  
Author(s):  
Nicholas J. Cepeda ◽  
Edward Vul ◽  
Doug Rohrer ◽  
John T. Wixted ◽  
Harold Pashler
Keyword(s):  
Test Performance ◽  
Educational Practices ◽  
Final Test ◽  
Time Intervals ◽  
Spacing Effects ◽  
Short Time ◽  
Test Delay

To achieve enduring retention, people must usually study information on multiple occasions. How does the timing of study events affect retention? Prior research has examined this issue only in a spotty fashion, usually with very short time intervals. In a study aimed at characterizing spacing effects over significant durations, more than 1,350 individuals were taught a set of facts and—after a gap of up to 3.5 months—given a review. A final test was administered at a further delay of up to 1 year. At any given test delay, an increase in the interstudy gap at first increased, and then gradually reduced, final test performance. The optimal gap increased as test delay increased. However, when measured as a proportion of test delay, the optimal gap declined from about 20 to 40% of a 1-week test delay to about 5 to 10% of a 1-year test delay. The interaction of gap and test delay implies that many educational practices are highly inefficient.

The effect of practice test modality on perceived mental effort and delayed final test performance

2020 ◽  
Vol 32 (8) ◽  
pp. 764-770
Author(s):  
Leonora Coppens ◽  
Mario de Jonge ◽  
Tamara van Gog ◽  
Liesbeth Kester
Keyword(s):  
Test Performance ◽  
Mental Effort ◽  
Final Test ◽  
Practice Test

Continuing Improvements of 20MW-Class GT Kawasaki L20A

2006 ◽  
Author(s):  
Ryozo Tanaka ◽  
Takao Sugimoto ◽  
Masanori Ryu ◽  
Masayoshi Kinugawa ◽  
Koichiro Tsuji
Keyword(s):  
Gas Turbine ◽  
Test Performance ◽  
Turbine Blades ◽  
Steam Injection ◽  
Metal Temperature ◽  
Optical Pyrometer ◽  
Performance Improvements ◽  
Performance And Emissions ◽  
Secondary Air ◽  
And Performance

Kawasaki Heavy Industries launched the first model of L20A gas turbine, rated at 18MW, in 2001 [1]. After the first model was launched, continuing improvements in both performance and durability have been made [2]. This paper describes the latest improvement activities, including cooling improvement of the 1st stage turbine blades using the results from an optical pyrometer thermal mapping system (Rotamap II) and performance improvements achieved by reducing the secondary air flow. In addition, by applying the non-cooled 2nd stage turbine blades made of single crystal material, plus improved rim sealing structure, cavity temperature was kept below the desired limit with a reduced amount of cooling air being required. KHI also developed a L20A “STEAM INJECTION” version. This system enables the utilization of the variable surplus steam of a cogeneration plant to increase the electric output. This paper describes the test result of L20A model gas turbine with steam injection capabilities. In the test, performance and emissions were measured as usual, but in addition, metal temperature of 1st stage blade was measured using the pyrometer system in order to confirm the propriety of the TIT de-rate schedule which keeps the metal temperature at the same level as the L20A “NORMAL” version under the steam injected condition.

Turn-by-turn route guidance does not impair route learning

2021 ◽  
Author(s):  
Jonathan Kelly ◽  
Alex Lim ◽  
Shana Carpenter
Keyword(s):  
Test Performance ◽  
Driving Simulator ◽  
Corrective Feedback ◽  
Past Research ◽  
Route Guidance ◽  
Learning Condition ◽  
Final Test ◽  
Route Learning ◽  
Route Knowledge ◽  
Cognitive Cost

Turn-by-turn GPS guidance is useful when the navigator is uncertain about the correct route. Although route guidance is convenient, it comes at a spatial cognitive cost. Compared to unguided navigation, route guidance leads to poorer knowledge of the traversed environment. However, past research has not tested the effects of route guidance on route retracing, which is an important learning goal in many situations. Participants drove a pre-defined route in a driving simulator. All participants initially followed turn-by-turn directions twice (Experiment 1) or once (Experiment 2). Those in the Study condition continued to follow route guidance during two subsequent traversals, whereas those in the Test condition relied on memory and received corrective feedback. Following a 48-hour delay, participants completed a final test in which they retraced the route without guidance. Learning condition did not influence final test performance, indicating that route knowledge is unaffected by repeatedly following route guidance.

A Close-Up on a Predictive Moment: Illusion of Knowing or Lack of Confidence in Self-Assessment?

2020 ◽  
pp. 002205742094484
Author(s):  
Maura A. E. Pilotti ◽  
Khadija El Alaoui ◽  
Huda Al Mulhem ◽  
Muamar Hasan Salameh
Keyword(s):  
College Students ◽  
Test Performance ◽  
Self Efficacy ◽  
Prediction Accuracy ◽  
Prediction Errors ◽  
Final Test ◽  
Self Assessment ◽  
The Past ◽  
Before And After ◽  
Illusion Of Knowing

Prediction allows learners to adjust behavior toward the future by exploiting information pertaining to the present and the past. Through a field study, we examined whether poor performing students are truly unaware of not knowing their deficiencies as the illusion of knowing (IoK) phenomenon implies. College students’ ability to predict their final test performance was surveyed as a function of experience (before and after the test), performance level, and self-efficacy. In this study, high performers’ prospective and retrospective predictions were more accurate and confident than those of poor performers. Although poor performers overestimated their grades (as predicted by IoK), they were less confident in their predictions. Furthermore, both their prediction accuracy and confidence benefited from the experience of taking the test. These findings, coupled with the lower self-efficacy of poor performers, suggest that prediction errors involving inflated estimations reflect the wishful thinking exhibited by students who are aware of their lack of competence but may have little confidence in their abilities.

Effects of a 12-day maximal shuttle-run shock microcycle in hypoxia on soccer specific performance and oxidative stress

2015 ◽  
Vol 40 (8) ◽  
pp. 842-845 ◽  
Author(s):  
Hannes Gatterer ◽  
Kultida Klarod ◽  
Dieter Heinrich ◽  
Philipp Schlemmer ◽  
Stefan Dilitz ◽  
...  
Keyword(s):  
Oxidative Stress ◽  
Test Performance ◽  
Redox Status ◽  
Soccer Players ◽  
Performance Improvements ◽  
Repeated Sprint ◽  
Specific Performance ◽  
Oxidative Stress Level ◽  
And Oxidative Stress ◽  
Shuttle Run

The purpose of this study was to investigate the effect of a maximal shuttle-run shock microcycle in hypoxia on repeated sprint ability (RSA, 6 × 40-m (6 × 20 m back and forth, 20″ rest in between)), Yo-Yo-intermittent-recovery (YYIR) test performance, and redox-status. Fourteen soccer players (age: 23.9 ± 2.1 years), randomly assigned to hypoxia (∼3300 m) or normoxia training, performed 8 maximal shuttle-run training sessions within 12 days. YYIR test performance and RSA fatigue-slope improved independently of the hypoxia stimulus (p < 0.05). Training reduced the oxidative stress level (−7.9%, p < 0.05), and the reduction was associated with performance improvements (r = 0.761, ΔRSA; r = −0.575, ΔYYIR, p < 0.05).

scholarly journals Witt - Introducting Hat Graphs

2018 ◽  
Author(s):  
Jessica K. Witt
Keyword(s):  
Test Performance ◽  
Empirical Studies ◽  
Behavioral Data ◽  
Discrete Elements ◽  
Final Test ◽  
Object Based ◽  
Gestalt Grouping ◽  
Gestalt Grouping Principles ◽  
Common Technique ◽  
Bar Graphs

Visualizing data through graphs can be an effective way to communicate one’s results. A ubiquitous graph and common technique to communicate behavioral data is the bar graph. The bar graph was first invented in 1786 and little has changed in its format. Here, a replacement for the bar graph is proposed. The new format, called a hat graph, maintains some of the critical features of the bar graph such as its discrete elements, but eliminates redundancies that are problematic when the baseline is not at 0. Hat graphs also include elements designed to improve Gestalt grouping principles and engage object-based attention. The effectiveness of the hat graph was tested in two empirical studies for which participants had to find and identify the condition that lead to the biggest improvement from baseline to final test. Performance with hat graphs was 30 - 40% faster than with bar graphs.

scholarly journals The illusion of knowing in college: A field study of students with a teacher-centered educational past

2019 ◽  
Vol 15 (4) ◽  
pp. 789-807
Author(s):  
Maura A. E. Pilotti ◽  
Khadija El Alaoui ◽  
Huda Mulhem ◽  
Halah A. Al Kuhayli
Keyword(s):  
Test Performance ◽  
Core Curriculum ◽  
Assessment Practice ◽  
Final Test ◽  
Self Assessment ◽  
Actual Performance ◽  
Practice Condition ◽  
Past Experiences ◽  
Illusion Of Knowing ◽  
Teacher Centered

In the present study, the tendency to overestimate performance (illusion of knowing) was examined in college students whose educational past experiences had emphasized verbatim learning. Female students enrolled in core curriculum classes were sampled. Classes taught by the same instructor were randomly assigned to a self-assessment practice condition, where students predicted their test and class performance and were asked to reflect on discrepancies between predictions and actual performance, or to a control condition. At the end of the semester, irrespective of condition, as performance declined on the final test, predictions of final test grades became more inflated, but less confident, indicating that students were aware of their own deficiencies. Overall, students in the practice condition displayed not only greater prediction accuracy, but also greater final test performance than students in the control condition. Practice, however, benefited the most self-assessment accuracy of students whose final test grades were just above the passing grade. Although the responses to self-assessment practice of students with a teacher-centered educational past were largely similar to the responses of students from Western countries reported in the extant literature, differences in impact and meaning could be inferred.

scholarly journals Causal Attribution Preferences and Prospective Self-Assessment: The Unknowns of the Middle Eastern Learner

2020 ◽  
Vol 7 (1) ◽  
pp. 265
Author(s):  
Maura A. E. Pilotti ◽  
Khadija El Alaoui ◽  
Kerstin Hamann ◽  
Bruce Wilson
Keyword(s):  
Test Performance ◽  
Causal Attribution ◽  
Middle Eastern ◽  
Task Demands ◽  
Metacognitive Awareness ◽  
Final Test ◽  
Self Assessment ◽  
Metacognitive Control ◽  
Subjective Confidence ◽  
Illusion Of Knowing

In the present field experiment, we examined the effects of a self-assessment exercise conducted in the middle of the semester on metacognitive awareness (i.e., the accuracy of self-assessment and its subjective confidence) and final test performance of college students of Middle Eastern descent. Effects were measured in the classroom against a business-as-usual control condition. It was hypothesized that if the exercise focuses students’ attention on internal causes (e.g., effort) in response to specific task demands, metacognitive awareness, metacognitive control, and, ultimately, final test performance would be enhanced. In poor performers, the exercise indeed improved the accuracy of self-assessment (as measured by grade estimates) and final performance. There was no evidence of the illusion of knowing phenomenon (i.e., the unrealistic belief that one knows or is able to perform a given task) among poor-performing students as their confidence in estimates remained low. Furthermore, the exercise did not change students’ causal attribution preferences, thereby suggesting that other dynamics are responsible for the effects of the self-assessment exercise.

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