Sentences with phrase «use item analysis»

Candidates use item analysis to target specific ELL weaknesses and strengths on high stakes assessments.

Not exact matches

The analysis by Arizona State University's Center for Strategic Communication looked at how the Quran was used in 2,000 propoganda items from 1998 to 2011, though the majority were from post-2007, that emanated mostly from the Middle East and North Africa.

After the questionnaires were returned and checked, the researchers applied statistical analysis to the data, especially relating to the section where the subjects rated the foods from «I would use this item very frequently» which received a rating of 5, to «Never used,» rating a 1.

Each new test item and the three grade - level assessments will be pilot - and field - tested with students, and a complete statistical analysis of the data will be used to ensure that the tests are valid measures of what students know about energy.

Regardless of the type of legal proceeding or which side uses scientific evidence, the forensic scientist must be able to write a report and testify under oath about: what facts or items of evidence were analyzed or tested; what tests or analyses were used; how valid or reliable those tests or analyses have been found to be by other courts; why and how the forensic scientist was qualified to conduct those tests or analyses; and, what the results of the tests or analyses were and how those results are relevant to the issues in dispute.

2018-04-08 12:11 Relative vs Absolute Dating Dating is a technique used in archeology to ascertain the age of artifacts, fossils and other items considered to be Absolute Dating Absolute dating can be achieved through the use of historical records and through the analysis of biological and geological

Relative vs Absolute Dating Dating is a technique used in archeology to ascertain the age of artifacts, fossils and other items considered to be Absolute Dating Absolute dating can be achieved through the use of historical records and through the analysis of biological and geological

Included in the PowerPoint: Macroeconomic Objectives (AS Level) a) Aggregate Demand (AD) and Aggregate Supply (AS) analysis - the shape and determinants of AD and AS curves; AD = C+I+G + (X-M)- the distinction between a movement along and a shift in AD and AS - the interaction of AD and AS and the determination of the level of output, prices and employment b) Inflation - the definition of inflation; degrees of inflation and the measurement of inflation; deflation and disinflation - the distinction between money values and real data - the cause of inflation (cost - push and demand - pull inflation)- the consequences of inflation c) Balance of payments - the components of the balance of payments accounts (using the IMF / OECD definition): current account; capital and financial account; balancing item - meaning of balance of payments equilibrium and disequilibrium - causes of balance of payments disequilibrium in each component of the accounts - consequences of balance of payments disequilibrium on domestic and external economy d) Exchange rates - definitions and measurement of exchange rates - nominal, real, trade - weighted exchange rates - the determination of exchange rates - floating, fixed, managed float - the factors underlying changes in exchange rates - the effects of changing exchange rates on the domestic and external economy using AD, Marshall - Lerner and J curve analysis - depreciation / appreciation - devaluation / revaluation e) The Terms of Trade - the measurement of the terms of trade - causes of the changes in the terms of trade - the impact of changes in the terms of trade f) Principles of Absolute and comparative advantage - the distinction between absolute and comparative advantage - free trade area, customs union, monetary union, full economic union - trade creation and trade diversion - the benefits of free trade, including the trading possibility curve g) Protectionism - the meaning of protectionism in the context of international trade - different methods of protection and their impact, for example, tariffs, import duties and quotas, export subsidies, embargoes, voluntary export restraints (VERs) and excessive administrative burdens («red tape»)- the arguments in favor of protectionism This PowerPoint is best used when using worksheets and activities to help reinforce the ideas talked about.

Sarah also conducts research including analysis of assessment data using Item Response Theory and other statistical techniques.

Using both classical test theory and modern measurement models contextualized to tests with given purposes, the pre-conference session attendees will explore the ideal distribution of item difficulty, the importance of item discrimination (and its location), as well as the use of distractor analysis to revise items and gain information about student understanding and ability.

Mean scores for the survey item, «Using computer technologies as a tool to reflect upon my teaching practices is a powerful way to improve them,» were also incorporated into the analysis for the fourth research question.

The Naiku platform allows educators to create, share, import and deliver rich standards aligned quizzes and tests in any subject area, using graphics, multimedia clips and hyperlinks to query students with multiple item types.With automated scoring and built - in analysis tools, teachers can inform and differentiate instruction within the classroom, and data can be shared across the school and district to enhance best practices.

During weekly time set aside for teachers teaching the same course to collaborate, they used a four - step process to help common assessments drive instruction: developing pacing guides, designing common assessments, conducting item analysis, and engaging in instructional conversations.

Using a cost / benefit analysis, ask students to compare the value of their essential item to that of their newly designed item.

Assessment data is available 48 hours after administration, and data is presented in an easy - to - use format that allows for quick and detailed analysis at the item, standard, student, teacher, grade, and school levels.

Hence, analyses support the use of the overall scale versus the sub-components or items in and of themselves.

This item type requires students to closely read and analyze text passages and articulate their analysis in writing using text evidence to substantiate their response.

A short description of how the ASSISTment system was used to support follow - up in - class discussions among preservice teachers is provided, as well as suggestions for producing similar online error analysis items in other content areas.

This model differs from ADDIE in that test items are created in the analysis phase, and that only three steps are used.

This article describes how a free, web - based intelligent tutoring system, (ASSISTment), was used to create online error analysis items for preservice elementary and secondary mathematics teachers.

«At the beginning of the school year, students are given their item analysis, which they use to set academic goals for themselves,» Backman says.

Analyses using Item Response Theory, employing the Rasch model, confirmed that the instrument measured a unidimensional latent trait, culturally responsive pedagogy.

Items 3 and 4 will allow me to perform the same content analysis on the 7 blogs that were actually surveyed, and to submit my comment using the same methodology used in LOG12.

Can't find a recent item on arctic sea ice but hoped it might be worth pointing out Peng et al Sensitivity Analysis of Arctic Sea Ice Extent Trends and Statistical Projections Using Satellite Data http://www.mdpi.com/2072-4292/10/2/230/htm «The most persistently probable curve - fit model from all the methods examined appears to be Gompertz, even if it is not the best of the subset for all analyzed periods.

Consider using both your LinkedIn Profile and a custom resume to show your interest, with specific customizations and analysis to ensure each item works to your advantage.

The widely used Perceived Stress Scale18 showed low reliability within our sample (α = 0.41 and 0.29); by using exploratory factor analysis (EFA) methods, we extracted 2 factors: positive / coping (4 items) and stress (6 items), which had improved reliability (α = 0.64 — 0.75).

ii) Assessment of construct validity: A comparative investigation of environment and individual factors, which are constituent elements of the social cognitive theory used in the extraction of questionnaire items, was carried out using exploratory factor analysis.

Exploratory factor analysis with orthogonal rotation was used to uncover the number of latent constructs underlying this set of 10 items.

A 45 - item, self - report measure used to assess the severity of anxiety within six subgroups (generalised anxiety, panic / agoraphobia, social phobia, separation anxiety, obsessive — compulsive disorder and physical injury fears) alongside providing an overall anxiety score.30 An analysis of the internal consistency of the SCAS31 produced a coefficient α of 0.92 and a Guttman split half reliability of 0.90.

We validated the sample construction and examined the relationship between ACE items and total ACE scores (dependent variables) and important independent variables using polychoric factor analyses (designed for binary data) of the ACE survey items» factor structure.

This scale was reduced to a 16 - item scale with four subscales using exploratory factor analysis, labeled

We used latent class analysis with maximum likelihood estimation to identify distinct patterns or latent classes of violence experienced by children in the sample.31 Based on violence items included in the interview, we constructed 14 variables for inclusion in the latent class model (table 1).

This 6 - item version was used in the final analyses (α =.80).

Principle component analysis was used to determine the component structure of the PSS items.

Exploratory factor analysis (EFA) using principal component extraction method with Varimax rotation, was conducted to determine the factor structure of the items of the instrument (items with factor loadings ≥ 40 were retained).

The results of confirmatory factor analyses revealed that the two - factor model of the PNS - J fit better than the one - factor model, regardless of whether using items or parcels as indicators.

Afterward, confirmatory factor analyses using the 11 items of the PNS - J as indicators were performed to examine whether the two - factor model — 4 items loaded on the Desire for Structure factor and the other 7 items loaded on the Response to Lack of Structure factor — fits the data better than the one - factor model.

Additionally, confirmatory factor analyses using parceling techniques, which aggregate several items into parcels, were performed.

The results of confirmatory factor analyses using item parceling techniques were also summarized in Table 2.

[The six marital quality items were factor analyzed using principal components analysis with varimax (orthogonal) rotation.

Pearson chi - square analyses were used to test the association between sports club membership and the three SES indicators, the other demographic characteristics, and each of the individual items from which the potential mediators were derived.

The briefer version of the PSC3 is broadly used, with > 40 published studies.23 These studies have shown that the PSC - 17 yields higher detection rates than pediatricians relying on clinical judgment alone24 and has risk rates comparable to those of the PSC - 35,3 semistructured interviews (Schedule for Affective Disorders and Schizophrenia for School - Age Children — Present and Lifetime Version), 25 and longer questionnaire measures.2 The PSC - 17 was derived from the PSC - 35 through an exploratory factor analysis conducted on data collected from the 1994 to 1999 Child Behavior Study (CBS), a nationally representative sample of > 20000 pediatric outpatients.3 In that study, the exploratory factor analysis suggested that it was possible to create a briefer version of the PSC with 17 of the original 35 items.

Examining the remaining 17 items using a parallel analysis, three factors were identified.

For the remaining 23 items using parallel analysis, four factors were identified.

Six potential factor structures for the 18 items of the SWAN (Strengths and Weaknesses of ADHD - symptoms and Normal - behavior) scale were tested using confirmatory and exploratory factor analyses.

For scales that consisted of more than three items, results of previously conducted factor analyses and reliability assessments (i.e., factor loadings, Cronbach's alpha after an item is deleted) were used to guide data reduction, in order to shorten scales to a maximum of three to five items.

The analyses also included age, race / ethnicity (three binary variables for Black, Hispanic and other ethnicity, coded with Whites as the reference group), gender, household income and parental education, media - viewing habits — hours watching television on a school day and how often the participant viewed movies together with his / her parents — and receptivity to alcohol marketing (based on whether or not the adolescent owned alcohol - branded merchandise at waves 2 — 4).31 Family predictors included perceived inhome availability of alcohol, subject - reported parental alcohol use (assessed at the 16 M survey and assumed to be invariant) and perceptions of authoritative parenting (α = 0.80).32 Other covariates included school performance, extracurricular participation, number of friends who used alcohol, weekly spending money, sensation seeking (4 - wave Cronbach's α range = 0.57 — 0.62) 33 and rebelliousness (0.71 — 0.76).34 All survey items are listed in table S1.

Given that the MDI's Physical health and well - being domain and the Constructive use of time after school domain consists of individual items, not scales, no factor analyses were conducted.

Item response theory analysis was used to evaluate and further develop a upper extremity functioning scale for the student role.

Relationships between individual knowledge and attitudes items, including the knowledge score grouping, as well as between these items and other potential predictors of smoking were also assessed using χ2 analyses.