Effectiveness of Structural Feedback Provided by Pathfinder Networks

2010 ◽  
Vol 43 (1) ◽  
pp. 7-24 ◽  
Author(s):  
David L. Trumpower ◽  
Gul Shahzad Sarwar
Keyword(s):  
Assessment Tool ◽  
Structural Knowledge ◽  
The Novel ◽  
Feedback Strategy ◽  
Pathfinder Networks ◽  
Physics Students ◽  
High School Physics ◽  
Graphical Feedback ◽  
Control Concept ◽  
Computer Based

Within the field of education, there has been an increasing recognition of the importance of formative assessment and of structural knowledge. In an effort to fill needs in each of these areas, this article describes an innovative feedback strategy intended to improve students' structural knowledge. Twenty-four high school physics students were assessed using Pathfinder networks (PFnets) for their structural knowledge of a just-completed unit on work, energy, and power. As feedback, students were shown both their PFnet and a referent PFnet and were asked to reflect on the differences. In addition, misconceptions regarding the concept of work were identified in their PFnets and used to present individualized remedial exercises to each student. Following this feedback/remediation session, students' structural knowledge was again assessed. Results indicate that overall structural knowledge improved following feedback/remediation. In addition, structural knowledge of the concept work improved more than a control concept, indicating that feedback plus remediation had a larger effect than just feedback. We discuss the innovative features of the feedback strategy employed: the novel application of a computer-based assessment tool to provide graphical feedback aimed at improving structural knowledge.

Age Norms for Auditory-Perceptual Neurophonetic Parameters: A Prerequisite for the Assessment of Childhood Dysarthria

2020 ◽  
Vol 63 (4) ◽  
pp. 1071-1082
Author(s):  
Theresa Schölderle ◽  
Elisabet Haas ◽  
Wolfram Ziegler
Keyword(s):  
Assessment Tool ◽  
Developmental Trajectories ◽  
Voice Quality ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Age Norms ◽  
Elementary School Age ◽  
Speech Characteristics ◽  
Substantial Progress ◽  
Computer Based

Purpose The aim of this study was to collect auditory-perceptual data on established symptom categories of dysarthria from typically developing children between 3 and 9 years of age, for the purpose of creating age norms for dysarthria assessment. Method One hundred forty-four typically developing children (3;0–9;11 [years;months], 72 girls and 72 boys) participated. We used a computer-based game specifically designed for this study to elicit sentence repetitions and spontaneous speech samples. Speech recordings were analyzed using the auditory-perceptual criteria of the Bogenhausen Dysarthria Scales, a standardized German assessment tool for dysarthria in adults. The Bogenhausen Dysarthria Scales (scales and features) cover clinically relevant dimensions of speech and allow for an evaluation of well-established symptom categories of dysarthria. Results The typically developing children exhibited a number of speech characteristics overlapping with established symptom categories of dysarthria (e.g., breathy voice, frequent inspirations, reduced articulatory precision, decreased articulation rate). Substantial progress was observed between 3 and 9 years of age, but with different developmental trajectories across different dimensions. In several areas (e.g., respiration, voice quality), 9-year-olds still presented with salient developmental speech characteristics, while in other dimensions (e.g., prosodic modulation), features typically associated with dysarthria occurred only exceptionally, even in the 3-year-olds. Conclusions The acquisition of speech motor functions is a prolonged process not yet completed with 9 years. Various developmental influences (e.g., anatomic–physiological changes) shape children's speech specifically. Our findings are a first step toward establishing auditory-perceptual norms for dysarthria in children of kindergarten and elementary school age. Supplemental Material https://doi.org/10.23641/asha.12133380

scholarly journals Computer-based application for high school physics exams using IRT model 1P

2021 ◽  
Author(s):  
Yetti Supriyati ◽  
Dwi Susanti ◽  
Slamet Maulana
Keyword(s):  
High School ◽  
Irt Model ◽  
High School Physics ◽  
Computer Based

scholarly journals The Effect of STEM Project Based Learning on Self-Efficacy among High-School Physics Students

2020 ◽  
Vol 17 (1) ◽  
pp. 94-108
Author(s):  
Mohd Ali SAMSUDIN ◽  
Seyedh Mahboobeh JAMALI ◽  
Ahmad Nurulazam MD ZAIN ◽  
Nader ALE EBRAHIM
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Project Based Learning ◽  
Physics Students ◽  
High School Physics

scholarly journals Haptics-Augmented High School Physics Tutorials

2001 ◽  
Vol 5 (1) ◽  
pp. 167-184 ◽  
Author(s):  
Robert L. Williams II ◽  
Meng-Yun Chen ◽  
Jeffrey M. Seaton
Keyword(s):  
High School ◽  
Virtual Reality ◽  
Pilot Study ◽  
Teaching And Learning ◽  
The Internet ◽  
Haptic Interfaces ◽  
Physics Students ◽  
High School Physics ◽  
Study Results ◽  
Learning Software

This article describes a unique project using commercial haptic interfaces to augment the teaching of high school physics. Since force is central to the teaching of physics, we believe that the use of haptics in virtual reality physics simulations has the potential for deeper, more engaging learning. Software has been developed which is freely-available on the internet, and HTML tutorials have been developed to support these haptics-augmented software activities in the teaching and learning of high school physics. Pilot study results are reported, which yielded positive feedback and suggestions for project improvement from high school physics students and teachers.

scholarly journals EFFECTIVENESS OF POLYA PROBLEM-SOLVING AND TARGET-TASK COLLABORATIVE LEARNING APPROACHES IN ELECTRICITY AMONGST HIGH SCHOOL PHYSICS STUDENTS

2018 ◽  
Vol 17 (5) ◽  
pp. 765-777
Author(s):  
Ademola Olatide Olaniyan ◽  
Nadaraj Govender
Keyword(s):  
High School ◽  
Problem Solving ◽  
Collaborative Learning ◽  
Female Adolescent ◽  
Control Group ◽  
Learning Approaches ◽  
Target Task ◽  
Physics Students ◽  
High School Physics ◽  
Conventional Teaching

This research reports on the effectiveness of Polya Problem-Solving and Target-Task collaborative learning approaches in electricity amongst high school physics students. It also includes a gender focus. It was an experimental research with a pre-test post-test control group design. The experimental groups were exposed to Polya Problem-Solving approach and Target-Task collaborative learning approach while the control group were exposed to conventional teaching. A total of 180 students were selected and divided equally into three groups, 60 (male adolescent and female adolescent) each. The students were initially pre-tested, followed by teaching and learning in electricity using the treatments, and finally they were post-tested using the Performance Test in Current Electricity (PTCE). Data were analyzed quantitatively with descriptive statistics and ANCOVA, and the research hypotheses were tested at .05 alpha level of significance. The research confirmed that both the treatments, Polya Problem-Solving and Target-Task collaborative learning approaches enhanced the performance of the students based on gender and scoring abilities compared with the conventional teaching. Keywords: collaborative learning, conventional teaching, gender, performance, physics students’, Polya problem-solving, target-task.

Habituation of Visual Fixation Responses: An Assessment Tool to Measure Visual Sensory-Perceptual Cognitive Processes in Nonverbal Profoundly Handicapped Children in the Classroom

AAESPH Review ◽  
1979 ◽  
Vol 4 (2) ◽  
pp. 136-147 ◽  
Author(s):  
Harvey N. Switzky ◽  
Janet Woolsey-Hill ◽  
Therese Quoss
Keyword(s):  
Assessment Tool ◽  
Visual Stimuli ◽  
Visual Fixation ◽  
Special Education Teacher ◽  
Fixation Time ◽  
The Novel ◽  
Black And White ◽  
Educational Implications ◽  
Processing Information ◽  
Novel Target

Twelve profoundly retarded nonverbal, nonambulatory children were repeatedly exposed to one of two visual stimuli-a 2 times 2 or a 12 times 12 black-and-white checkerboard target-until a set criterion of habituation was demonstrated, as measured by a decrement in visual fixation time. When the habituation criterion was reached, the children were shown alternative presentations of the same and a novel target. Results showed an increase in visual fixation to the novel target. A control condition was instituted also; so that when the habituation criterion was reached, the children were shown only presentations of the same target. Results showed no increase in visual fixation to the same targets. Together these results suggest that profoundly retarded children do show habituation and dishabituation to visual stimuli, and are actively storing and processing information about their perceptual world. The educational implications of the habituation paradigm for the special education teacher in the classroom are discussed.

scholarly journals Development of Mobile Application for Sustainable Creative Tourism Assessment using Confirmatory Factor Analysis Approach

2019 ◽  
Vol 13 (06) ◽  
pp. 27
Author(s):  
Chitralada Suphachaimongkol ◽  
Chavalit Ratanatamskul ◽  
Siriwan Silapacharanan ◽  
Patcha Utiswannakul
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Mobile Application ◽  
Assessment Tool ◽  
Model Development ◽  
Development Stage ◽  
The Novel ◽  
Confirmatory Factor ◽  
Tourism Enterprises ◽  
Delphi Techniques

<span>Creative tourism has received increasing attention. At present, the concept of creative tourism is still in development stage since there are few or no indicators for assessing the potential of creative tourism to area-based sustainable goals. This document aims to introduce the process of mobile application for sustainable creative tourism (SCT) model development using confirmatory factor analysis (CFA) approach. The study was divided into 4 phases. The first phase involved establishing elements, indicators and criteria drawn from some previous studies and the opinions of experts’ judgement in this study. Secondly, indicators and criteria were selected by using Delphi technique. Thirdly, the indicators and criterias were confirmed by utilizing CFA, Finally, the prototype of SCT mobile application assessment tool is proposed for SCT in this study, based on CFA. Tools for the study included: 1) structured questionnaire from reviews of literature for interviewing the expert, 2) questionnaire for Delphi techniques among the experts for collecting an opinion about the selection of the indicators, and 3) a questionnaire to assess the possibility of data collection concerning the components and indicators of SCT. 300 samples from creative tourism enterprises from all around Thailand were collected and 253 were responded. Data analysis was conducted by using descriptive statistics and CFA. The study found that SCT model consists of 8 components and 36 indicators. The finding from our research shows that it is eligible to establish the novel SCT assessment indicators. The result of SCT application model is appropriate to develop mobile application for SCT assessment tool. </span>

scholarly journals A Tablet-Computer-Based Tool to Facilitate Accurate Self-Assessments in Third- and Fourth-Graders

2018 ◽  
Vol 13 (10) ◽  
pp. 225
Author(s):  
Denise Villanyi ◽  
Romain Martin ◽  
Philipp Sonnleitner ◽  
Christina Siry ◽  
Antoine Fischbach
Keyword(s):  
Reading Comprehension ◽  
Rating Scale ◽  
Assessment Tool ◽  
Standardized Test ◽  
Fourth Graders ◽  
Tablet Computer ◽  
School Students ◽  
Self Assessment ◽  
Computer Based ◽  
Self Assessments

Although student self-assessment is positively related to achievement, skepticism about the accuracy of students’ self-assessments remains. A few studies have shown that even elementary school students are able to provide accurate self-assessments when certain conditions are met. We developed an innovative tablet-computer-based tool for capturing self-assessments of mathematics and reading comprehension. This tool integrates the conditions required for accurate self-assessment: (1) a non-competitive setting, (2) items formulated on the task level, and (3) limited reading and no verbalization required. The innovation consists of using illustrations and a language-reduced rating scale. The correlations between students’ self-assessment scores and their standardized test scores were moderate to large. Independent of their proficiency level, students’ confidence in completing a task decreased as task difficulty increased, but these findings were more consistent in mathematics than in reading comprehension. We conclude that third- and fourth-graders have the ability to provide accurate self-assessments of their competencies, particularly in mathematics, when provided with an adequate self-assessment tool.

scholarly journals Determining Patient Readiness to Share Their Healthcare Stories: A Tool for Prospective Patient Storytellers to Determine Their Readiness to Discuss Their Healthcare Experiences

2020 ◽  
Vol 7 (6) ◽  
pp. 982-985
Author(s):  
Lynn C Ashdown ◽  
Jerry M Maniate
Keyword(s):  
Assessment Tool ◽  
Positive Impact ◽  
Healthcare Delivery ◽  
Healthcare Providers ◽  
The Novel ◽  
Educational Tool ◽  
Readiness Assessment ◽  
Educational Tools ◽  
Healthcare Experiences ◽  
Patient Stories

Patient stories can serve as educational tools for healthcare providers. Inherent risks to the patients sharing their medical stories do exist. Despite the positive impact that patient storytelling can have in healthcare delivery, it is important to ensure the safety of those patients who chose to share their medical experiences. A novel questionnaire was developed by a diverse group of healthcare and patient partner experts. This questionnaire would serve as a self-reflective tool that prospective storytellers would complete in order to assess their readiness to proceed with storytelling as an educational tool. This draft questionnaire was then distributed to the 10 prospective patient storytellers registered to complete our pilot workshop on preparing the patient stories where they were asked to provide feedback. Overall, feedback was positive, and minor alterations were made to the questionnaire, resulting in the novel creation of this readiness assessment tool.

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