Testing in the Age of Active Learning: Test Question Templates Help to Align Activities and Assessments

HAPS Educator ◽  
2020 ◽  
Vol 24 (1) ◽  
pp. 592-599
Author(s):  
Gregory Crowther ◽  
Benjamin Wiggins ◽  
Lekelia Jenkins
Keyword(s):  
Active Learning ◽  
Test Question ◽  
Learning Test

Implementing Guided Inquiry Active Learning in an Online Synchronous Classroom and its Impact on Test Question Performance

HAPS Educator ◽  
2021 ◽  
Vol 25 (2) ◽  
pp. 6-12
Author(s):  
Vicky Rands ◽  
Suzanne Hood ◽  
Ron Gerrits ◽  
Murray Jensen
Keyword(s):  
Active Learning ◽  
Guided Inquiry ◽  
Test Question

scholarly journals A Hearing-Model-Based Active-Learning Test for the Determination of Dead Regions

2018 ◽  
Vol 22 ◽  
pp. 233121651878821 ◽  
Author(s):  
Josef Schlittenlacher ◽  
Richard E. Turner ◽  
Brian C. J. Moore
Keyword(s):  
Active Learning ◽  
Model Based ◽  
Learning Test

A Bayesian active-learning test for remote hearing-aid fitting

2021 ◽  
Vol 149 (4) ◽  
pp. A112-A113
Author(s):  
Josef Schlittenlacher ◽  
Karolina Kluk ◽  
Michael Stone ◽  
Emanuele Perugia
Keyword(s):  
Active Learning ◽  
Hearing Aid ◽  
Hearing Aid Fitting ◽  
Learning Test

scholarly journals UPAYA MENINGKATKAN HASIL BELAJAR PENDIDIKAN AGAMA ISLAM (PAI) MENGGUNAKAN METODE HYPNOTEACHING BAGI SISWA KELAS VII C SMPN 1 LIMBANGAN KABUPATEN KENDAL TAHUN 2016/2017

2018 ◽  
Vol 1 (1) ◽  
pp. 22
Author(s):  
Kasan As’ari
Keyword(s):  
Junior High School ◽  
Body Movement ◽  
The Body ◽  
Test Question ◽  
Group 4 ◽  
Analysis Technique ◽  
Data Completion ◽  
Before And After ◽  
Post Test ◽  
Learning Test

This study aims to find out what should be done to improve the learning outcomes of Islamic Teaching subject matters (PAI) by using hypnoteaching method for students of grade VII C of State Junior High School 1 Limbangan Kendal in 2016/2017 ineven semester.This research is a classroom action research that aims to improve the learning result of PAI in the classroom. The subject of the study were students of class VII C who had the lowest learning result.This research was conducted in three cycles. Each cycle used a model or research design Kemmis and Taggart which is consisting of four components namely planning, acting, observing, and reflecting. Data completion technique used test learning result technique, where there are two tests result of learning. Those are pre-test and post-test. The test in this research used formative test in the form of objective test, the test question manifested in multiple-choice form. Data analysis technique by comparing average result of learning test before and after action is done.The results of this research showed that hypnoteaching method can improve PAI learning result with indicators, there is enhancement on the average PAI learning result from pre-test by 70.06 increased to 73.91 in cycle I, increased again to 76.79 in cycle II and increased again to 78.94 in cycle III. KKM achievement also increased from precycles of 36.36% to 60.61% incycle I, increased again to 72.73% incycle II and increased again to 81.82% during cycle III. From the result, there has been a significant improvement in the result of cycle III, so hypnoteaching method can be standardized into a model to improve the results of learning PAI with the following actions: 1. Affirmation by saying yells that involved the body movement and emotion, 2. Visualization by presenting something in the shadow alongside the members' body movement, 3. Reciprocation by peer tutoring in a group, 4. Invitation the students to be grateful for the knowledge Allah has given.

Error Analysis in Neuropsychological Assessment of Verbal Memory and Learning

1995 ◽  
Vol 11 (1) ◽  
pp. 21-28 ◽  
Author(s):  
Dietmar Heubrock
Keyword(s):  
Error Analysis ◽  
Verbal Memory ◽  
Verbal Learning ◽  
Learning Disorders ◽  
Memory And Learning ◽  
Auditory Verbal Learning Test ◽  
Additional Information ◽  
Auditory Verbal Learning ◽  
Accurate Picture ◽  
Learning Test

Performance on a German version of the Rey Auditory-Verbal Learning Test (AVLT) was investigated for 64 juvenile patients who were subdivided in 6 clinical groups. In addition to standard evaluation of AVLT protocols which is usually confined to items recalled correctly, an error analysis was performed. Differentiating between total errors (TE), repetition errors (RE), and misnamings (ME), substantial differences between clinical groups could be demonstrated. It is argued that error analysis of verbal memory and learning enriches the understanding of neuropsychological syndromes, and provides additional information for diagnostic and clinical use. Thus, it is possible to gain a more accurate picture so that patients can be appropriately retrained, and research into the functional causes of memory and learning disorders can be intensified.

A randomized controlled trial of an online, modular, active learning training program for behavioral activation for depression.

2017 ◽  
Vol 85 (8) ◽  
pp. 814-825 ◽  
Author(s):  
Ajeng J. Puspitasari ◽  
Jonathan W. Kanter ◽  
Andrew M. Busch ◽  
Rachel Leonard ◽  
Shira Dunsiger ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Active Learning ◽  
Training Program ◽  
Behavioral Activation ◽  
Controlled Trial ◽  
Randomized Controlled
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