Many health education programs use progress tests to evaluate students’ progress in learning and to identify possible gaps in the curricula. The tests are typically longitudinal and feedback-oriented. Although many benefits of the progress test have been described in the literature, we argue that the acclaimed facilitation of deeper learning and better retention of knowledge appear questionable. We therefore propose an innovative way of presenting both the test itself and the study process for the test: a real-time-strategy game with in-game challenges, both individual and in teams.
DOCUMENT
A substantial part of graduate education in veterinary medicine is spent in clinical practice. During the clinical experiential phase, it is difficult to monitor students' actual knowledge development: they build individual records of experiences based on the cases they have to deal with, while mainly focusing on knowledge that is of direct, clinical relevance to them. As a result, students' knowledge bases may differ to such a degree that a single test alone may not be able to provide an adequate reflection of progress made. In these circumstances, progress testing, which is a method of longitudinal assessment independent of the curricular structure, may offer a viable solution. The purpose of this study, therefore, was to determine the extent to which progress tests (PT) can be used to monitor progress in knowledge development at a graduate level in veterinary medical education. With a 6-month interval, we administered two tests to students based on the Maastricht Progress Test format that covered a large variety of veterinary topics. Consequently, we analyzed students' progress in knowledge development. Based on a substantive appraisal of the questions and analysis of the test results, we concluded that the tests met the measurement criteria. They appeared sensitive enough to gauge the progress made and were appreciated by the students. Hence, in spite of the differences within the whole graduate group, the PT format can be used to monitor students' knowledge development.
DOCUMENT
Formula scoring (FS) is the use of a don't know option (DKO) with subtraction of points for wrong answers. Its effect on construct validity and reliability of progress test scores, is subject of discussion. Choosing a DKO may not only be affected by knowledge level, but also by risk taking tendency, and may thus introduce construct-irrelevant variance into the knowledge measurement. On the other hand, FS may result in more reliable test scores. To evaluate the impact of FS on construct validity and reliability of progress test scores, a progress test for radiology residents was divided into two tests of 100 parallel items (A and B). Each test had a FS and a number-right (NR) version, A-FS, B-FS, A-NR, and B-NR. Participants (337) were randomly divided into two groups. One group took test A-FS followed by B-NR, and the second group test B-FS followed by A-NR. Evidence for impaired construct validity was sought in a hierarchical regression analysis by investigating how much of the participants' FS-score variance was explained by the DKO-score, compared to the contribution of the knowledge level (NR-score), while controlling for Group, Gender, and Training length. Cronbach's alpha was used to estimate NR and FS-score reliability per year group. NR score was found to explain 27 % of the variance of FS [F(1,332) = 219.2, p < 0.0005], DKO-score, and the interaction of DKO and Gender were found to explain 8 % [F(2,330) = 41.5, p < 0.0005], and the interaction of DKO and NR 1.6 % [F(1,329) = 16.6, p < 0.0005], supporting our hypothesis that FS introduces construct-irrelevant variance into the knowledge measurement. However, NR-scores showed considerably lower reliabilities than FS-scores (mean year-test group Cronbach's alphas were 0.62 and 0.74, respectively). Decisions about FS with progress tests should be a careful trade-off between systematic and random measurement error.
DOCUMENT
Out-of-plane (OOP) collapse is one of the most observed damage types in masonry structures during strong earthquakes. OOP strength of a masonry wall depends on several parameters such as the dimensions of the wall, vertical restoring force, boundary conditions and material properties, which are parameters creating complex kinematics during an earthquake. Testing of OOP response of a masonry wall is thus a challenging task, also because additional to the complexities mentioned, the seismic forces triggering OOP are caused by inertia of the wall itself, a phenomenon that needs dynamic testing. All these facts make shake table tests of masonry walls for capturing the OOP response extremely relevant. This paper presents shake table tests on a total of four wall specimens, two of which were reference walls and the other two were strengthened solid masonry walls. The tested walls built to represent the characteristics of Groningen houses built before the Second World War and also the historical masonry structures in the region. The strengthening methods applied are the deep-mounted carbon strips embedded in flexible epoxy and helical bars applied in mortar beds. The shake table tests presented here show that OOP specimens not including the additional masses imposed by the floors may oversee important kinematic response characteristics of the walls. Furthermore, tests have also shown that even serious cracks caused by OOP response close when the shaking stops, which causes damage on the walls and significant decrease in the stiffness, but they are extremely difficult to be caught by human inspection. This has consequences in terms of ongoing damage inspection and compensation efforts taking place in the Groningen gas field. The strengthening methods applied to the two specimens have shown clear improvement in strength, and a partial improvement in progression of damage.
DOCUMENT
Research suggests that muscle power is a more critical determinant of physical functioning in older adults than muscle strength. The objective of this study was to systematically review the literature on the effect of power training compared to strength training in older adults on tests for muscle power, two groups of activity-based tests under controlled conditions: generic tests and tests with an emphasis on movement speed, and finally, physical activity level in daily life. A systematic search for randomized controlled trials comparing effects of power training to strength training in older adults was performed in PubMed, Embase, Ebsco/CINAHL, Ebsco/SPORTDiscus, Wiley/Cochrane Library and Scopus. Risk of bias was assessed using the Cochrane Collaboration Tool, and quality of evidence was evaluated using GRADEpro Guideline Development Tool. Standardized mean differences (SMD) and 95% confidence intervals (CI) were calculated for outcomes separately using a random effects model.
MULTIFILE
OBJECTIVE: To examine the use of a submaximal exercise test in detecting change in fitness level after a physical training program, and to investigate the correlation of outcomes as measured submaximally or maximally.DESIGN: A prospective study in which exercise testing was performed before and after training intervention.SETTING: Academic and general hospital and rehabilitation center.PARTICIPANTS: Cancer survivors (N=147) (all cancer types, medical treatment completed > or =3 mo ago) attended a 12-week supervised exercise program.INTERVENTIONS: A 12-week training program including aerobic training, strength training, and group sport.MAIN OUTCOME MEASURES: Outcome measures were changes in peak oxygen uptake (Vo(2)peak) and peak power output (both determined during exhaustive exercise testing) and submaximal heart rate (determined during submaximal testing at a fixed workload).RESULTS: The Vo(2)peak and peak power output increased and the submaximal heart rate decreased significantly from baseline to postintervention (P<.001). Changes in submaximal heart rate were only weakly correlated with changes in Vo(2)peak and peak power output. Comparing the participants performing submaximal testing with a heart rate less than 140 beats per minute (bpm) versus the participants achieving a heart rate of 140 bpm or higher showed that changes in submaximal heart rate in the group cycling with moderate to high intensity (ie, heart rate > or =140 bpm) were clearly related to changes in VO(2)peak and peak power output.CONCLUSIONS: For the monitoring of training progress in daily clinical practice, changes in heart rate at a fixed submaximal workload that requires a heart rate greater than 140 bpm may serve as an alternative to an exhaustive exercise test.
DOCUMENT
De Digitale Universiteit (DU) performed a quickscan to determine the usability of the IMS Question and Test Interoperability (QTI) specification as a format to store questions and tests developed for and by the consortium. The original report is available in Dutch from the website of De Digitale Universiteit. This is an unofficial translation in English of that report.
DOCUMENT
Objective: To systematically review and critically appraise the literature on measurement properties of cardiopulmonary exercise test protocols for measuring aerobic capacity, VO2max, in persons after stroke. Data sources: PubMed, Embase and Cinahl were searched from inception up to 15 June 2016. A total of 9 studies were identified reporting on 9 different cardiopulmonary exercise test protocols. Study selection: VO2max measured with cardiopulmonary exercise test and open spirometry was the construct of interest. The target population was adult persons after stroke. We included all studies that evaluated reliability, measurement error, criterion validity, content validity, hypothesis testing and/ or responsiveness of cardiopulmonary exercise test protocols. Data extraction: Two researchers independently screened the literature, assessed methodological quality using the COnsensus-based Standards for the selection of health Measurement INstruments checklist and extracted data on measurement properties of cardiopulmonary exercise test protocols. Data synthesis: Most studies reported on only one measurement property. Best-evidence synthesis was derived taking into account the methodological quality of the studies, the results and the consistency of the results. Conclusion: No judgement could be made on which protocol is “best” for measuring VO2max in persons after stroke due to lack of high-quality studies on the measurement properties of the cardiopulmonary exercise test.
DOCUMENT
PURPOSE: It is assumed that case-based questions require higher order cognitive processing, whereas questions that are not case-based require lower order cognitive processing. In this study, we investigated to what extent case-based questions and questions that are not case-based, relate to Bloom's taxonomy.METHODS: In this article, 4800 questions of the Progress Test were classified whether it was a case-based question and the level of Bloom's taxonomy. Lower-order questions require students to remember or/and basically understand the knowledge. Higher-order questions require students to apply, analyze, or/and evaluate. A phi-coefficient was calculated to investigate the relations between the presence of case-based questions and the required level of cognitive processing.RESULTS: Our results demonstrated that case-based questions were measuring higher levels of cognitive processing in 98.1% of the questions. Of the non-case-based questions, 33.7% required a higher level of cognitive processing. The phi-coefficient demonstrated a significant moderate correlation between the presence of a patient case in a question and its required level of cognitive processing (phi-coefficient = 0.55, p<0.001).CONCLUSION: Medical teachers should be aware of the association between item formats (case-based versus non-case-based) and the cognitive processes they elicit in order to meet a certain balance in a test, taking the learning objectives as well as the test difficulty into account.
DOCUMENT
The following guidelines address issues related specifically to sign language tests and testing of children since most of the existing guidelines focus on tests for adult learners. Links are provided to existing guidelines for test development, such as from the International Testing Commission (ITC), or the European Association of Language Testing and Assessment (EALTA), which include more general, construct-independent issues on (language) tests to provide additional/in-depth information. The guidelines stated here serve as a point of reference to develop, evaluate, and use tests, both for children or adult learners of a sign language. To investigate specific topics more in-depth, we recommend using existing guidelines (see Additional resources and guidelines for (language) test development) or refer to publications on sign language test development and adaptation (see Selected references
DOCUMENT
