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Introduction: Distinguishing dementia with Lewy bodies (DLB) from Alzheimer's disease (AD) is challenging due to overlapping presentations. We adapted a Web‐based test tool, cCOG, by adding a visuospatial task and a brief clinical survey and assessed its ability to differentiate between DLB and AD. Methods: We included 110 patients (n = 30 DLB, n = 32 AD dementia, and n = 48 controls with subjective cognitive decline (SCD)). Full cCOG comprises six cognitive subtasks and a survey addressing self‐reported DLB core and autonomic features. First, we compared cCOG cognitive tasks to traditional neuropsychological tasks for all diagnostic groups and clinical questions to validated assessments of clinical features in DLB only. Then, we studied the performance of cCOG cognitive tasks and clinical questions, separately and combined, in differentiating diagnostic groups. Results: cCOG cognitive tasks and clinical survey had moderate to strong correlations to standard neuropsychological testing (.61≤ rs ≤.77) and to validated assessments of clinical features (.41≤ rs ≤.65), except for fluctuations and REM‐sleep behavior disorder (RBD) (rs =.32 and rs =.10). Full cCOG, including both cognitive tasks and brief survey had a diagnostic accuracy (acc) of 0.82 [95% CI 0.73–0.89], with good discrimination of DLB versus AD (acc 0.87 [0.76–0.95]) and DLB versus controls (acc 0.94 [0.86–0.98]). Conclusion: We illustrated that cCOG aids in distinguishing DLB and AD patients by using remote assessment of cognition and clinical features. Our findings pave the way to a funneled, harmonized diagnostic process among memory clinics and, eventually, a more timely and accurate diagnosis of DLB and AD. [ABSTRACT FROM AUTHOR]

Abstract Background Digital assessment is becoming more and more popular within medical education. To analyse the dimensions of this digital trend, we investigated how exam questions (items) are created and designed for use in digital medical assessments in Germany. Thus, we want to explore whether different types of media are used for item creation and if a digital trend in medical assessment can be observed. Methods In a cross-sectional descriptive study, we examined data of 30 German medical faculties stored within a common assessment platform. More precise, 23,008 exams which contained 847,137 items were analysed concerning the exam type (paper-, computer- or tablet-based) and their respective media content (picture, video and/or audio). Out of these, 5252 electronic exams with 12,214 questions were evaluated. The media types per individual question were quantified. Results The amount of computer- and tablet-based exams were rapidly increasing from 2012 until 2018. Computer- and tablet-based written exams showed with 45 and 66% a higher percentage of exams containing media in comparison to paper-based exams (33%). Analysis on the level of individual questions showed that 90.8% of questions had one single picture. The remaining questions contained either more than one picture (2.9%), video (2.7%), audio (0.2%) or 3.3% of questions had picture as well as video added. The main question types used for items with one picture are TypeA (54%) and Long_Menu (31%). In contrast, questions with video content contain only 11% TypeA questions, whereas Long_Menu is represented by 66%. Nearly all questions containing both picture and video are Long_Menu questions. Conclusions It can be stated that digital assessment formats are indeed on the raise. Moreover, our data indicates that electronic assessments formats have easier options to embed media items and thus show a higher frequency of media addition. We even identified the usage of different media types in the same question and this innovative item design could be a useful feature for the creation of medical assessments. Moreover, the choice of media type seems to depend on the respective question type.

Abstract Background Chronic conditions present major health problems, affecting an increasing number of individuals who experience a variety of symptoms that impact their health related quality of life. Digital tools can be of support in chronic conditions, potentially improving patient-provider communication, promoting shared decision making for treatment and care, and possibly even improving patient outcomes. This study aimed to develop a digital tool for patient-provider communication in chronic health care settings and describes the data collection and subsequent content and software development of the InvolveMe tool. InvolveMe will provide patients with the opportunity to report symptoms and preferences to their health care providers (HCP), and to use secure messaging to interact with the HCPs. Method The study employed a combination of interviews with patients with chronic conditions and focus groups with HCPs, examining experiences with chronic conditions and the potential use of a digital tool for support. Participants were recruited from two outpatient clinics at a university hospital. Data collected from interviews and focus groups were analysed using thematic analysis. Content and software development was informed by the data collection and by tool development workshops. Results Analyses from interviews with patients (n = 14) and focus groups with HCPs (n = 11) generated three main themes: 1) Making symptoms and challenges visible, 2) Mastering a new life, and 3) Digital opportunities for follow-up. Each main theme generated separate subthemes. Theme 1 and 2 gave input for content development of the symptom and needs assessment part of the tool, while theme 3 provided ideas for the software development of the InvolveMe tool. Tool development workshops with patients (n = 6) and HCPs (n = 6) supplemented the development. Conclusions A digital tool such as InvolveMe has the potential to support shared decision making for patients with chronic health conditions. Through integration with an existing patient portal such a tool can provide opportunities for meaningful interactions and communication between patients and HCP’s, particularly with regards to symptoms, needs and preferences for care.

The unexpected COVID-19 pandemic posed significant challenges to teachers' feedback-giving practice. This study reports on an inquiry into 16 Chinese EFL teachers' feedback changes during the pandemic, with a focus on whether and how the teachers changed their feedback practice when a range of digital assessment tools and online instructional technologies were introduced to them. Data were gathered through semi-structured interviews and artifacts, including the course materials and screen recordings of teaching in online virtual classrooms. A qualitative and interpretive analysis reveals three patterns of changes in the teachers' feedback-giving practice. The first pattern was positive changes in the teachers' feedback-giving motivation, design, and awareness of the relational nature of teacher feedback, and the second pattern was reduction in formative feedback activities, difficulties in securing student response, and increased physical and emotional feedback workload. The third pattern was unchanged, underpinned by a conception of feedback as information transmission. A range of factors influencing such changes, including student readiness to uptake feedback, were also revealed. The findings highlight the importance of teacher feedback literacy in mediating the changes and call for attention to how constructive feedback-giving practices can be better supported. [ABSTRACT FROM AUTHOR]

This study aimed to present a suggested perspective to support the electronic assessment at the Public Secondary Stage in Egypt. To achieve this goal, the descriptive approach was used as it suits the subject of the study, and a questionnaire was designed and directed to teachers, students, educational experts and parents. It included four axes (students - teachers - positive aspects - negative aspects), which were applied electronically and manually to a random sample in the different governorates. The number of respondents reached (197) male and female respondents. The study reached a number of results, the most important of which are: The high percentages of the frequency of consent responses for the total number of axes, which ranged between (71.01% - 87.53%); Where the fourth axis (negative aspects of the electronic assessment) got the highest percentage (87.53%), followed by the teacher axis with a rate (85.51%), followed by the student axis with a rate (73.05%), and the axis related to the positive aspects of the electronic assessment came in last place with a rate (71.01) %). Choosing "the blended assessment" which combines the traditional and electronic assessment has the highest percentage of (69.0%), and that there are statistically significant differences among the study sample members of the governorate variable in the total of the first axis, the total of the second axis, and the total of the four axes are in favor of Cairo governorate, and there are statistically significant differences among the study sample members of the trait variable [teacher, student, educational experts, and parents] in the total of the second axis and the total of the fourth axis and the total of the axes for the benefit of the teacher and the student, and there are no statistically significant differences among the members of the study sample for the gender variable [male - female], and there are statistically significant differences among the members of the study sample for the school variable [public, official languages, private arabic, private languages] in the total of the second axis, the third axis, the fourth axis, and the total of the axes in favor of public and private arabic schools, and there are no statistically significant differences among the study sample members of the environment variable [urban - rural] in the total axes. In light of these results, the study presented a suggested perspective to support the electronic assessment at the Public Secondary Stage in Egypt based on the following axes: following procedures to build confidence and credibility among those concerned with the electronic assessment, establishing mechanisms to compel secondary schools to review their electronic assessment practices frequently to ensure effective implementation, using the blended assessment that combines traditional and electronic ones, overcoming infrastructure problems, providing security measures to overcome the problems of electronic cheating among students. [ABSTRACT FROM AUTHOR]

The current study digitalised an assessment instrument of receptive vocabulary knowledge, GraWo‐KiGa, for use in Austrian kindergartens. Using a mixed‐methods approach, this study looks at 85 kindergarteners in their last year (age M = 5.79 years, 51.8% male, 71.8% L1 German), to find out (a) whether the form of digital assessment employed meets the required quality criteria and is comparable to the print version and (b) how instructors and children perceive its practicality and comprehensibility, as well as which version kindergarteners prefer. The results reveal that the digital assessment tool is both reliable (α = 0.85) and valid (convergent validity: r = 0.43; discriminant validity: r = 0.31). Results of the digital and print version were comparable (r = 0.83). Although children found both versions easy to use, most of them reported the digital version to be easier and also preferred. In light of the numerous benefits that digital assessments offer in terms of administration, evaluation, feedback and motivation, the digital version of GraWo‐KiGa has great potential in easing kindergarten teachers' assessment procedures. However, due to the limited availability of digital resources, the print version will remain highly relevant in the future. Practitioner notesWhat is already known about this topic Proper assessment is the basis of individualised support.Digital assessment procedures can ease the assessment process and motivate children, even in kindergarten.In German‐speaking countries, digitalisation has barely reached kindergarten.The print version of GraWo‐KiGa reliably and validly assesses receptive vocabulary in kindergarteners in their last year.What this paper adds GraWo‐KiGa digital meets the necessary quality criteria in terms of reliability and validity and is comparable to its print version.GraWo‐KiGa is practical in use for both children and kindergarten teachers.Most kindergarteners preferred the digital version over the print version. Teachers benefit from easy administration and evaluation, quick results, and a pleasant screening procedure for the kids.Implications for practice and/or policy Digital assessment tools in kindergarten have the potential to support kindergarten teachers in their regular assessment processes.In kindergarten, the use of GraWo‐KiGa digital allows children at risk of developing reading comprehension difficulties to be identified quickly and economically.Digital assessments enable rapid and targeted allocation of children to support programmes. [ABSTRACT FROM AUTHOR]

The purpose of the research paper is to discuss the perceptions of university teachers and students towards digital classroom pedagogy, learning, and assessment methods in higher education in Pakistan amidst the COVID-19 pandemic outbreak. The researchers used the mixed method approach. The data was collected from a large-scale public-sector university with nine campuses across the province of Punjab, Pakistan. The instruments used for the collection of the data included Google Survey Form for students (n=92), university teachers' interviews via WhatsApp (n=15), and university students’ views extracted from social media platforms i.e.official Facebook page of the university (n=20). The data obtained from multiple sources was analyzed using the corpus-based techniques for Sentiment Lexicon Generation (Darwich et.al, 2019). The findings of this study have revealed that 92% of students were interested in face-to-face classes and 82% of students had a preference for a face-to-face assessment. It has also been observed that the students also expressed their views negatively on social media regarding online teaching and assessment. They poured out their frustration against the university administration for conducting online assessments amidst COVID-19 qualms, chaos, and uncertainty. In contrast to this analysis, it has been perceived that both teachers and students struggled and successfully adapted themselves to the online environment. Moreover, it is interpreted from the university teachers’ views that the quality of digital pedagogy, learning, and assessment can be enhanced through mentoring, observation, novel techniques and strategies, teamwork, and self-directed learning. The study has recommended that teacher education programs in Pakistan can organize digital pedagogical and assessment trainingfor teachers to meet the drastic changes in pedagogy and assessment amidst COVID-19.

This paper proposes a framework to support the use of digital formative assessment in higher education. The framework is informed by key principles and approaches underpinning effective formative assessment and, more specifically, by approaches to formative assessment that leverage the functionalities of technology. The overall aim is to provide a structured conceptualisation of digital formative assessment that supports the planning of lectures and other teaching and learning activities in higher education classrooms. At the heart of the framework, as presented in this paper, is a 12-cell grid comprising 4 key formative assessment strategies (sharing learning intentions and success criteria, questioning and discussion, feedback, and peer- and self-assessment) crossed with 3 functionalities of technology (sending and displaying, processing and analysing, and interactive environments). These functionalities of technologies are used as the basis to integrate digital tools into formative assessment for effective teaching and learning processes. For each cell in the grid, an exemplary digital formative assessment practice is described. This paper highlights the framework’s potential for enhancing the practice of digital formative assessment and its significance in light of the ongoing digital transformation. This paper concludes with suggesting a programme of research that might be undertaken to evaluate its utility and impact in higher education contexts.

Background: There is an urgent need to fill the gap of scalable cognitive assessment tools for preschool children to enable identification of children at-risk of sub-optimal development and to support their timely referral into interventions. We present the associations between growth in early childhood, a well-established marker of cognitive development, and scores on a novel digital cognitive assessment tool called DEvelopmental Assessment on an E-Platform (DEEP) on a sample of 3-year old pre-schoolers from a rural region in north India. Methods: Between February 2018 and March 2019, 1359 children from the Sustainable Programme Incorporating Nutrition and Games (SPRING) programme were followed up at 3-years age and data on DEEP, anthropometry and a clinical developmental assessment, the Bayley's Scale of Infant and Toddler Development, 3rd edition (BSID-III) was collected. DEEP data from 200 children was used to train a machine learning algorithm to predict their score on the cognitive domain of BSID-III. The DEEP score of the remaining 1159 children was then predicted using this algorithm to examine the cross-sectional and prospective association of growth with the DEEP score. Findings: The magnitude of the concurrent positive association between height-for-age and cognitive z-scores in 3-year olds was similar when cognition was measured by BSID-III (0.20 standard deviations increase for every unit change in specifically age-adjusted height (HAZ), 95% CI = 0.06–0.35) and DEEP (0.26 CI, 0.11–0.41). A similar positive prospective relationship was found between growth at 18 (0.21 CI, 0.17–0.26) and 12-months (0.18 CI, 0.13–0.23) and DEEP score measured at 3-years. Additionally, the relationship between growth and cognitive development was found to be dependant on socioeconomic status (SES). Interpretation: In this study, we suggest the utility of DEEP, a scalable, digital cognitive assessment tool, to measure cognition in preschool children. Further validation in different and larger datasets is necessary to confirm our findings. Funding: The SPRING Programme was funded through a Wellcome Trust programme grant and the follow-up study by the Corporate Social Responsibility initiative grant from Madura Microfinance Ltd.

A prerequisite for child reading support at school is adequate assessment. Embedding (repeated) assessment into daily teaching routine is often challenging for teachers in terms of time and organization. The use of digital tools can help teachers in the assessment process (in preparation, evaluation, documentation, etc.). A digital assessment tool (Graz Reading Comprehension test: GraLeV), focusing on assessing reading comprehension skills in Grades 3 and 4 is currently being developed in Austria. This reading assessment covers reading comprehension at the word, sentence, and text level. Text level is assessed via two subtests (Subtest I: presentation of nonsense-stories and corresponding questions, and Subtest II: maze selection). The other levels consist of one subtest each. This paper focusses on the subtests at text level. More specifically, the paper reports the results of two studies. Study 1 describes the development phases and the first piloting of these two subtests (data collection: 10/2019-12/2019). Testing 273 students with preliminary versions of the subtests (Subtest I: 30 items, Subtest II: 60 items) produced information on (a) item difficulty, (b) item discriminatory power, and (c) time limits for future speed testing. Items not meeting the required quality criteria were excluded. The final version of Subtest I consists of 16 questions referring to eight different, short, nonsense-texts. Its testing time (without instructions) is three minutes. The final version of the Subtest II consists of 2 texts each with 15 maze selections (30 items) and testing time is 100 seconds. The internal consistency is found to be good for Subtest I (a=.87) and Subtest II (a=.78 to .80). Study 2 reports on testing for validity and retest-reliability (data collection: 09/2020-11/2020). Student scores in another reading comprehension test, together with teacher assessments of reading comprehension, were used to assess congruent validity. Divergent validity was assessed using teacher assessments of mathematical and socio-emotional skills. As expected, the correlations with the congruent measures were higher than those with the divergent measures. A subsample was tested twice with the GraLeV. Retest-reliability was acceptable for Subtest II. However, the scores obtained at time 2 were higher compared to those at time 1 in both subtests. This is probably the result of increased student familiarity with the digital device and the digital test environment at time 2. The results are discussed in the light of teachers' needs for standardized digital assessments in order to facilitate the tailoring of student reading support. [ABSTRACT FROM AUTHOR]

Technology has transformed the science and practice of medicine. In this special mini-forum, data using digital neuropsychological technology are reported. All of these papers demonstrate how coupling digital technology with standard paper and pencil neuropsychological tests are able to extract behavior not otherwise obtainable. As digital assessment methods mature, early identification of persons with emergent neurodegenerative and other neurological illness may be possible. [ABSTRACT FROM AUTHOR]

Digital assessment (DA) is a growing scope of practice whose necessary competencies for teachers have been collectively unspecified. Analyzing 63 publications, this review explored the themes in the literature related to teachers' assessment literacy in digital environments (TALiDE). By synthesizing the implications of these studies, multiple competencies and components were retrieved that included several elements of knowledge base, cognition, and contextual factors in association with current issues in DA. The review contributes to an integrative view of what affects teachers enacting DA by presenting a conceptual model of TALiDE and can be beneficial to the stakeholders involved in distance education. [ABSTRACT FROM AUTHOR]

Introduction Nowadays new tools suitable for exploring executive functioning (EF) of behavioral addicted individuals are needed. Objectives This study tests a novel digital assessment battery that can be easily and remotely adopted by neuropsychologists working in the field of addiction. Methods Twenty-three participants were divided into two groups, balanced for age and education: an experimental (EXP) group of 13 patients with gambling behavior, and a control (CNT) group of 10 healthy subjects. A neuropsychological battery including 5 neuropsychological tests (measuring long- and short-term verbal memory, working memory, cognitive flexibility, verbal and non-verbal fluency, attention), and a behavioral task (modified Go/NoGo task with addiction-related stimuli) was digitally administered. Anxiety, depression, and impulsivity levels were collected before the evaluation. Results Significantly higher scores were found for repetition errors in the short-term verbal memory test, in the EXP subjects compared to controls. Higher reaction times were found in the Go/No-Go task for the EXP compared to CNT, with significant differences for neutral and addiction-related (cocaine, THC) stimuli. Furthermore, EXP showed higher impulsivity scores. Conclusions Although the study was only exploratory, the significant results could support the validity of this new digital tool. Besides, we could conclude that memory impairment and attentional bias in inhibitory control tasks could cover a significant role in new and old addiction and that impulsivity could represent a critical factor in explaining the relationship between EF impairment and addiction. Lastly, this study contributes not only to the understanding of EF impairment in addictions but also in the delivery of remote suitable digital neuropsychological testing. Disclosure No significant relationships.

This research aims to determine the experiences of Montessori educators, who apply the Montessori educational approach and use a digital assessment tool, towards the digital assessment tool they use and their views on these experiences. Within the scope of this purpose, the study was designed in phenomenological research, one of the qualitative research methods. Within the scope of this study, phenomenon was determined as the digital assessment tools used by Montessori educators in Montessori education settings. The study group consisted of 14 Montessori educators, 3 of whom were working in Barcelona and 11 from an official and private Montessori school in Istanbul. The data collection of the study consisted of personal information form and individual interviews conducted by the researcher with Montessori educators through online interview systems. When the data gathered as a result of these interviews were analyzed, it was seen that the digital assessment tools were considered as a phenomenon with different dimensions by the Montessori educators who participated in the research. These dimensions have been "ease of use and necessity", "parent", "Montessori education". In addition, it was determined that Montessori educators explained for the tools they use, apart from the digital assessment tool. The non-digital assessment tools dimension was also examined in the study in order to reveal the educators' perceptions of the digital assessment tool holistically. As a result of the study, sixteen sub-themes related to four themes were formed. The findings were discussed within the framework of the studies in the field. [ABSTRACT FROM AUTHOR]

Background: Clinical scales such as the Scale for the Assessment and Rating of Ataxia (SARA) cannot be used to study ataxia at home or to assess daily fluctuations. The objective of the current study was to develop a video‐based instrument, SARAhome, for measuring ataxia severity easily and independently at home. Methods: Based on feasibility of self‐application, we selected 5 SARA items (gait, stance, speech, nose‐finger test, fast alternating hand movements) for SARAhome (range, 0–28). We compared SARAhome items with total SARA scores in 526 patients with spinocerebellar ataxia types 1, 2, 3, and 6 from the EUROSCA natural history study. To prospectively validate the SARAhome, we directly compared the self‐applied SARAhome and the conventional SARA in 50 ataxia patients. To demonstrate feasibility of independent home recordings in a pilot study, 12 ataxia patients were instructed to obtain a video each morning and evening over a period of 14 days. All videos were rated offline by a trained rater. Results: SARAhome extracted from the EUROSCA baseline data was highly correlated with conventional SARA (r = 0.9854, P < 0.0001). In the prospective validation study, the SARAhome was highly correlated with the conventional SARA (r = 0.9254, P < 0.0001). Five of 12 participants of the pilot study obtained a complete set of 28 evaluable videos. Seven participants obtained 13–27 videos. The intraindividual differences between the lowest and highest SARAhome scores ranged from 1 to 5.5. Conclusion: The SARAhome and the conventional SARA are highly correlated. Application at home is feasible. There was a considerable degree of intraindividual variability of the SARAhome scores. © 2021 The Authors. Movement Disorders published by Wiley Periodicals LLC on behalf of International Parkinson and Movement Disorder Society. [ABSTRACT FROM AUTHOR]

Here we present a study of two new Assistive Technology (AT) accessible digital assessments which were developed to address the current paucity of (English) spoken language comprehension assessments accessible to individuals who are both non-verbal and have profound motor impairments. Such individuals may rely heavily upon AT for communication and control. However, many assessments require that responses are given either verbally, by physical pointing or manipulating physical objects. A further problem with many assessments is their reliance upon static images to represent language components involving temporal, spatial or movement concepts. These new assessments aim to address some of these issues. The assessments were used with 2 young people who are non-verbal and have profound motor impairments (GMFCS level IV/V) and who use eye gaze as their primary method of communication and access. One assessment uses static images and the other short video clips to represent concepts containing temporal, spatial or movement elements. The assessments were carried out with each participant, both before and after an intervention, as part of a larger study. The assessments were accessible using AT (eye gaze) for both participants, although assessment scores varied. The design of the assessments particularly suited one participant who scored near maximum, but they appeared less suitable for the other participant. Making assessments AT accessible removes a barrier to assessing aspects of the spoken language comprehension abilities of some. Video may be a better medium for representing certain concepts within assessments compared with static images. The new assessments provided a deeper understanding of two members of a group who are traditionally difficult to assess, using two alternative physically accessible methods of assessing the spoken language comprehension of the target group; Accessible assessments are important for assessing complex individuals in order to identify knowledge limitations and set therapy (and education) goals; The alternative access features of communication software can provide a "wrapper" for providing accessibility features to assessments; Video clips may be a better means of representing certain concepts in assessments compared to their static equivalents; Ensuring that assessments are physically accessible is sufficient for the assessment of some individuals, but for some "cognitive" accessibility also needs to be considered. [ABSTRACT FROM AUTHOR]

The 4th Industrial Revolution fuelled technological and communication disruptions within professional work sectors. The technology-enhanced sports industry necessitates graduates to disseminate knowledge utilising various technological platforms. In this regard, higher education institutions need to develop students’ technology-enhanced communication skills to succeed in the workplace. This study aimed to develop a practical conceptual framework for student vlog creation and delivery with an emphasis on enhancing communication skills while displaying content learning. The study used the ADDIE model to develop and implement the conceptual framework of instruction to embed the five canons of rhetoric for enhanced communication skills development within student vlog creation and delivery.

With the shift to next generation digital assessments, increased attention has focused on Technology-Enhanced Assessments and Items (TEIs). This study evaluated the feasibility of a high-fidelity digital assessment item response format, which allows students to solve mathematics questions on a tablet using a digital pen. This digital ink approach allows students to hand write their responses while showing their work in a digital format. Responses obtained using the digital pen were compared to both paper- and type-written response formats in a repeated measures design. Results showed that students liked the digital pen format and preferred it to the type-written format, but continued to rank the paper format as their first preference. Statistical comparisons showed no significant differences in student performance across response modalities, but means fell in the predicted order favoring digital pen over keyboard for the digital response formats. Results are discussed in light of software usability, technical issues during data collection, and statistical power for detecting effects in the study. [ABSTRACT FROM AUTHOR]

Objective: Identify infants with abnormal suckling behavior from simple non-nutritive suckling devices., Background: While it is well known breastfeeding is beneficial to the health of both mothers and infants, breastfeeding ceases in 75 percent of mother-child dyads by 6 months. The current standard of care lacks objective measurements to screen infant suckling abnormalities within the first few days of life, a critical time to establish milk supply and successful breastfeeding practices., Materials and Methods: A non-nutritive suckling vacuum measurement system, previously developed by the authors, is used to gather data from 91 healthy full-term infants under thirty days old. Non-nutritive suckling was recorded for a duration of sixty seconds. We establish normative data for the mean suck vacuum, maximum suck vacuum, suckling frequency, burst duration, sucks per burst, and vacuum signal shape. We then apply computational methods (Mahalanobis distance, KNN) to detect anomalies in the data to identify infants with abnormal suckling. We finally provide case studies of healthy newborn infants and infants diagnosed with ankyloglossia., Results: In a series of case evaluations, we demonstrate the ability to detect abnormal suckling behavior using statistical analysis and machine learning. We evaluate cases of ankyloglossia to determine how oral dysfunction and surgical interventions affect non-nutritive suckling measurements., Conclusions: Statistical analysis (Mahalanobis Distance) and machine learning [K nearest neighbor (KNN)] can be viable approaches to rapidly interpret infant suckling measurements. Particularly in practices using the digital suck assessment with a gloved finger, it can provide a more objective, early stage screening method to identify abnormal infant suckling vacuum. This approach for identifying those at risk for breastfeeding complications is crucial to complement complex emerging clinical evaluation technology., Clinical Impact: By analyzing non-nutritive suckling using computational methods, we demonstrate the ability to detect abnormal and normal behavior in infant suckling that can inform breastfeeding intervention pathways in clinic.Clinical and Translational Impact Statement: The work serves to shed light on the lack of consensus for determining appropriate intervention pathways for infant oral dysfunction. We demonstrate using statistical analysis and machine learning that normal and abnormal infant suckling can be identified and used in determining if surgical intervention is a necessary solution to resolve infant feeding difficulties., (© 2024 The Authors.)

Over 250 million children in developing countries are at risk of not achieving their developmental potential, and unlikely to receive timely interventions because existing developmental assessments that help identify children who are faltering are prohibitive for use in low resource contexts. To bridge this “detection gap,” we developed a tablet-based, gamified cognitive assessment tool named DEvelopmental assessment on an E-Platform (DEEP), which is feasible for delivery by non-specialists in rural Indian households and acceptable to all end-users. Here we provide proof-of-concept of using a supervised machine learning (ML) approach benchmarked to the Bayley’s Scale of Infant and Toddler Development, 3rd Edition (BSID-III) cognitive scale, to predict a child’s cognitive development using metrics derived from gameplay on DEEP. Two-hundred children aged 34–40 months recruited from rural Haryana, India were concurrently assessed using DEEP and BSID-III. Seventy percent of the sample was used for training the ML algorithms using a 10-fold cross validation approach and ensemble modeling, while 30% was assigned to the “test” dataset to evaluate the algorithm’s accuracy on novel data. Of the 522 features that computationally described children’s performance on DEEP, 31 features which together represented all nine games of DEEP were selected in the final model. The predicted DEEP scores were in good agreement (ICC [2,1] > 0.6) and positively correlated (Pearson’s r = 0.67) with BSID-cognitive scores, and model performance metrics were highly comparable between the training and test datasets. Importantly, the mean absolute prediction error was less than three points (

Abstract Background To improve the availability and accessibility of healthier food and drinks in schools, sports and worksites canteens, national Guidelines for Healthier Canteens were developed by the Netherlands Nutrition Centre. Until now, no tool was available to monitor implementation of these guidelines. This study developed and assessed the content validity and usability of an online tool (the ‘Canteen Scan’) that provides insight into and directions for improvement of healthier food products in canteens. Methods The Canteen Scan was developed using a three-step iterative process. First, preliminary measures and items to evaluate adherence to the guidelines were developed based on literature, and on discussions and pre-tests with end-users and experts from science, policy and practice. Second, content validity of a paper version of the Canteen Scan was assessed among five end-users. Third, the online Canteen Scan was pilot tested among end-users representing school canteens. Usability was measured by comprehensibility, user-friendliness, feasibility, time investment, and satisfaction. Results The content validity of the Canteen Scan was ensured by reaching agreement between stakeholders representing science, policy and practice. The scan consists of five elements: 1) basic conditions (e.g. encouragement to drink water and availability of policy regarding the guidelines), 2) product availability offered on displays (counter, shelf) and 3) in vending machines, 4) product accessibility (e.g. promotion and placement of products), and 5) an overall score based on the former elements and tailored feedback for creating a healthier canteen. The scan automatically classifies products into healthier or less healthy products. Pilot tests indicated good usability of the tool, with mean scores of 4.0–4.6 (5-point Likert scale) on the concepts comprehensibility, user-friendliness and feasibility. Conclusion The Canteen Scan provides insight into the extent to which canteens meet the Dutch Guidelines for Healthier Canteens. It also provides tailored feedback to support adjustments towards a healthier canteen and with the scan changes over time can be monitored. Pilot tests show this tool to be usable in practice.

Informatics and digital technologies serve a variety of infrastructural functions in the modern academic institution. Emerging technologies are viable solutions for collecting student performance data across the campus and addressing the growing concern of an equitable education even where budget restraints exist. Free or low-cost communication, collaborative and web tools allow for data collection across the campus making academic processes more comprehensive and expansive. Colleges can maintain dynamic information about student performance in preparation for their career success. The digital age warrants an advancement on the traditional assessment process by catalyzing the power of technology in aggregating and appropriating micro-data to fuel effective decision making. When integrated seamlessly in the academic environment, digital assessment makes it possible to obtain a more accurate measure of excellence in education. The purpose of this research is to describe the implementation and evaluation of how digital assessment augments the educational experience and builds a culture of institution-wide performance excellence. It reviewsa "digital academic professional portfolio engagement and review system" (DAPPERS) that collects curricular and co-curricular student data in a dynamic digital network.

The processes to assess students' learning acquired in various non-formal and informal learning environments have become increasingly common in Finnish university language centres in recent years. This paper describes new developments at the University of Eastern Finland to assess students' non-formal and informal learning of English for Academic Purposes (EAP) with an electronic examination system. Recognition of prior learning (RPL) had previously been organised as on-campus examinations, although demand for digitalisation and electronic examination systems had been voiced to provide students and staff more flexibility and convenience. The digitalisation of the RPL process aimed to develop the system in the most popular language for validation, English, and to provide students and RPL assessors an increasingly effective method for assessing prior learning. Finnish higher education institutions have invested heavily in digital learning environments and this described transformation to a digitalised RPL process can be seen as a logical response. We introduce the new RPL system and its change from previous face-to-face assessment to the digital version, the rationale for and practical implementation of the digitalisation. We also present RPL assessors' perceptions of the change, preview student data on the new system and offer suggestions on the systematic and evidence-based development of the recognition and validation of EAP in university language centres. [ABSTRACT FROM AUTHOR]

Objectives: Despite the widespread of assessment of smile aesthetic perception in many areas, there has yet to be a direct comparison of digital and paper-based photographs for the assessment of smile aesthetics. Here we compared digital and paper-based photographs representing different smile aesthetic features using visual analog scale (VAS) scoring. Materials and Methods: One hundred students were randomly recruited from a university campus. Participants were asked to record their perception of smile aesthetics via paper and digital-based platforms. The minimum clinically important difference between platforms was set at 15mm. The percentage of participants who rated smile attractiveness worse on digital images was recorded. The paired one-tailed Student’s t test was used to determine differences between digital and paper platforms, and Bland–Altman analysis and intraclass correlations (ICCs) were used to test for agreement between paper and digital photographs. Results: Ninety-nine subjects participated, 55 men (mean age = 22.05, standard deviation [SD] = 1.91) and 44 women (mean age 22.05, SD = 1.84). There were statistically significant differences between paper-based and digital photographs for all images except one (paired t test; P < 0.05). Digital ratings were lower than paper-based ratings for all images, and differences were clinically significant in four out of eight images. A high percentage of participants (50.5%–85.9%) rated smile attractiveness worse on digital images than on paper for all images. There was poor agreement between the two methods as assessed by ICCs and Bland–Altman analysis. Conclusion: Equivalence between paper and digital images for smile aesthetics cannot be assumed, and paperbased photographs may lead to clinically relevant overestimations of perceived attractiveness. As academic dentistry increasingly relies on digital imaging and sharing in the post-COVID-19 world, further validation of digital platforms for smile aesthetics assessment is warranted, and care should be taken when interpreting the results of studies assessing smile perception based on different platforms. [ABSTRACT FROM AUTHOR]

Introduction: Acquiring practical skills is essential for dental students. These practical skills are assessed throughout their training, both formatively and summatively. However, by means of visual inspection alone, assessment cannot always be performed objectively. A computerised evaluation system may serve as an objective tool to assist the assessor. Aim: The aim of the study was to evaluate prepCheck as a tool to assess students' practical skills and as a means to provide feedback in dental education. Methods: As part of a previously scheduled practical examination, students made a preparation for a retentive crown on the maxillary right central incisor—tooth 11. Assessments were made four times by two independent assessors in two different ways: (a) conventionally and (b) assisted by prepCheck. By means of Cohen's kappa coefficient, agreements between conventional and digitally assisted assessments were compared. Questionnaires were used to assess how students experienced working with prepCheck. Results: Without the use of prepCheck, ratings given by teachers differed considerably (mean κ = 0.19), whereas the differences with prepCheck assistance were very small (mean κ = 0.96). Students found prepCheck a helpful tool for teachers to assess practical skills. Extra feedback given by prepCheck was considered useful and effective. However, some students complained about too few scanners and too little time for practice, and some believed that prepCheck is too strict. Conclusion: prepCheck can be used to assist assessors in order to obtain a more objective outcome. Results showed that practicing with feedback from both prepCheck and the teacher contributes to an effective learning process. Most students appreciated prepCheck for learning practical skills, but introducing prepCheck requires enough equipment and preparation time. [ABSTRACT FROM AUTHOR]

Over 250 million children in developing countries are at risk of not achieving their developmental potential, and unlikely to receive timely interventions because existing developmental assessments that help identify children who are faltering are prohibitive for use in low resource contexts. To bridge this "detection gap," we developed a tablet-based, gamified cognitive assessment tool named DEvelopmental assessment on an E-Platform (DEEP), which is feasible for delivery by non-specialists in rural Indian households and acceptable to all end-users. Here we provide proof-of-concept of using a supervised machine learning (ML) approach benchmarked to the Bayley's Scale of Infant and Toddler Development, 3rd Edition (BSID-III) cognitive scale, to predict a child's cognitive development using metrics derived from gameplay on DEEP. Two-hundred children aged 34–40 months recruited from rural Haryana, India were concurrently assessed using DEEP and BSID-III. Seventy percent of the sample was used for training the ML algorithms using a 10-fold cross validation approach and ensemble modeling, while 30% was assigned to the "test" dataset to evaluate the algorithm's accuracy on novel data. Of the 522 features that computationally described children's performance on DEEP, 31 features which together represented all nine games of DEEP were selected in the final model. The predicted DEEP scores were in good agreement (ICC [2,1] > 0.6) and positively correlated (Pearson's r = 0.67) with BSID-cognitive scores, and model performance metrics were highly comparable between the training and test datasets. Importantly, the mean absolute prediction error was less than three points (<10% error) on a possible range of 31 points on the BSID-cognitive scale in both the training and test datasets. Leveraging the power of ML which allows iterative improvements as more diverse data become available for training, DEEP, pending further validation, holds promise to serve as an acceptable and feasible cognitive assessment tool to bridge the detection gap and support optimum child development. [ABSTRACT FROM AUTHOR]

Background: Digital assessment is becoming more and more popular within medical education. To analyse the dimensions of this digital trend, we investigated how exam questions (items) are created and designed for use in digital medical assessments in Germany. Thus, we want to explore whether different types of media are used for item creation and if a digital trend in medical assessment can be observed. Methods: In a cross-sectional descriptive study, we examined data of 30 German medical faculties stored within a common assessment platform. More precise, 23,008 exams which contained 847,137 items were analysed concerning the exam type (paper-, computer- or tablet-based) and their respective media content (picture, video and/or audio). Out of these, 5252 electronic exams with 12,214 questions were evaluated. The media types per individual question were quantified. Results: The amount of computer- and tablet-based exams were rapidly increasing from 2012 until 2018. Computer- and tablet-based written exams showed with 45 and 66% a higher percentage of exams containing media in comparison to paper-based exams (33%). Analysis on the level of individual questions showed that 90.8% of questions had one single picture. The remaining questions contained either more than one picture (2.9%), video (2.7%), audio (0.2%) or 3.3% of questions had picture as well as video added. The main question types used for items with one picture are TypeA (54%) and Long_Menu (31%). In contrast, questions with video content contain only 11% TypeA questions, whereas Long_Menu is represented by 66%. Nearly all questions containing both picture and video are Long_Menu questions. Conclusions: It can be stated that digital assessment formats are indeed on the raise. Moreover, our data indicates that electronic assessments formats have easier options to embed media items and thus show a higher frequency of media addition. We even identified the usage of different media types in the same question and this innovative item design could be a useful feature for the creation of medical assessments. Moreover, the choice of media type seems to depend on the respective question type. [ABSTRACT FROM AUTHOR]

Background: Chronic conditions present major health problems, affecting an increasing number of individuals who experience a variety of symptoms that impact their health related quality of life. Digital tools can be of support in chronic conditions, potentially improving patient-provider communication, promoting shared decision making for treatment and care, and possibly even improving patient outcomes. This study aimed to develop a digital tool for patient-provider communication in chronic health care settings and describes the data collection and subsequent content and software development of the InvolveMe tool. InvolveMe will provide patients with the opportunity to report symptoms and preferences to their health care providers (HCP), and to use secure messaging to interact with the HCPs.Method: The study employed a combination of interviews with patients with chronic conditions and focus groups with HCPs, examining experiences with chronic conditions and the potential use of a digital tool for support. Participants were recruited from two outpatient clinics at a university hospital. Data collected from interviews and focus groups were analysed using thematic analysis. Content and software development was informed by the data collection and by tool development workshops.Results: Analyses from interviews with patients (n = 14) and focus groups with HCPs (n = 11) generated three main themes: 1) Making symptoms and challenges visible, 2) Mastering a new life, and 3) Digital opportunities for follow-up. Each main theme generated separate subthemes. Theme 1 and 2 gave input for content development of the symptom and needs assessment part of the tool, while theme 3 provided ideas for the software development of the InvolveMe tool. Tool development workshops with patients (n = 6) and HCPs (n = 6) supplemented the development.Conclusions: A digital tool such as InvolveMe has the potential to support shared decision making for patients with chronic health conditions. Through integration with an existing patient portal such a tool can provide opportunities for meaningful interactions and communication between patients and HCP's, particularly with regards to symptoms, needs and preferences for care. [ABSTRACT FROM AUTHOR]

Prior research has revealed distinctive patterns of impaired language abilities across the three variants of Primary Progressive Aphasia (PPA): nonfluent/agrammatic (nfvPPA), logopenic (lvPPA) and semantic (svPPA). However, little is known about whether, and to what extent, non-verbal cognitive abilities, such as processing speed, are impacted in PPA patients. This is because neuropsychological tests typically contain linguistic stimuli and require spoken output, being therefore sensitive to verbal deficits in aphasic patients. The aim of this study is to investigate potential differences in processing speed between PPA patients and healthy controls, and among the three PPA variants, using a brief non-verbal tablet-based task (Match) modeled after the WAIS-III digit symbol coding test, and to determine its neural correlates. Here, we compared performance on the Match task between PPA patients (n = 61) and healthy controls (n = 59) and across the three PPA variants. We correlated performance on Match with voxelwise gray and white matter volumes. We found that lvPPA and nfvPPA patients performed significantly worse on Match than healthy controls and svPPA patients. Worse performance on Match across PPA patients was associated with reduced gray matter volume in specific parts of the left middle frontal gyrus, superior parietal lobule, and precuneus, and reduced white matter volume in the left parietal lobe. To conclude, our behavioral findings reveal that processing speed is differentially impacted across the three PPA variants and provide support for the potential clinical utility of a tabled-based task (Match) to assess non-verbal cognition. In addition, our neuroimaging findings confirm the importance of a set of fronto-parietal regions that previous research has associated with processing speed and executive control. Finally, our behavioral and neuroimaging findings combined indicate that differences in processing speed are largely explained by the unequal distribution of atrophy in these fronto-parietal regions across the three PPA variants., Competing Interests: Declaration of competing interest None., (Copyright © 2023 The Authors. Published by Elsevier Ltd.. All rights reserved.)

In Part I of this study, evidence was presented that visual inspection (VI) of dental student waxups exhibited low precision (ICC=0.332) and accuracy, resulting in questionable grade validity. VI inappropriately assesses morphology in part due to oversimplified grading rubrics and inappropriate application of ratio measurement to ordinal data. The aim of Part II of this study was to develop, apply, and compare with VI a digital assessment workflow and report the outcomes. After inclusion criteria were met, 67 (83%) student waxups were scanned with an intraoral scanner and analyzed using open source surface comparison software. Each was digitally compared to the homologous standard typodont tooth. Percentage contour variation within a stipulated tolerance was computed. The acceptable tolerance was derived from clinical literature reporting how contour deviations impact the biological and biomechanical stability of teeth and periodontium. Surface roughness of each waxup was also computed and compared with the reference teeth. A formula for digital assessment was developed and applied to each waxup. On average, digital grades exceeded the VI assessments, while correcting individual errors for greater accuracy and precision (ICC=0.866). Students were able to easily apply the digital workflow for visualization and accurate self‐evaluation. In this study, a digital grading workflow was developed that used portable data formats and freely available open source analysis software, so the method could be introduced at any dental school where intraoral scanning is available. [ABSTRACT FROM AUTHOR]

Visual inspection (VI) of dental student "waxups" by faculty has frequently been challenged as subjective and inconsistent. Traditional grading rubrics fail to precisely assess morphology due to coarse detail and inappropriate application of ratio measurement to ordinal data. The aim of this study was to test the hypothesis that VI would be measurably imprecise and inaccurate and to explore development of a superior digital assessment alternative. In fall 2017, six examiners at one U.S. dental school independently evaluated 81 student waxups of tooth #14 using VI. Grades were awarded using a 20‐item rubric, corresponding to discrete morphologic features. After inclusion criteria were met, 67 waxups were subsequently scanned with an intraoral scanner; analyzed using three‐dimensional surface comparison software; and digitally compared to scans of the same typodonts containing the original tooth #14. Examiner precision and accuracy were evaluated using digital inspection of morphologic regions in the VI rubric. Within this study's limitations, VI exhibited low inter‐examiner precision (ICC 0.332) and accuracy ("correctness"), resulting in potentially low‐grade validity. Intra‐examiner precision for three examiners was low, based on computation of statistically different mean grades (single tail paired t‐test), awarded by the same examiners one week apart. One examiner had to leave the study, for whom paired t‐test could not be performed. Independent digital evaluation by two examiners exhibited high inter‐examiner precision (ICC 0.866) and optimal accuracy. These results affirm the possibility that digital assessment techniques offer improvements in visualization, consistently valid student evaluation, and optimal self‐evaluation and self‐correction. [ABSTRACT FROM AUTHOR]

In the information age, where all answers are just a click away, curiosity, the intrinsic drive to learn, becomes of paramount importance. How easy is it to prime for curiosity and what are its effects? What simple interventions can be used to enable curiosity-driven behaviors? We have conducted a large-scale study to address these questions, using a novel curiosity-based application (app) on university applicants. Using the same app, we addressed the issue of curiosity assessment, which in recent years has mainly been performed via self-reporting questionnaires. The curiosity assessment tool was developed in order to assess curiosity via an objective, quantitative and digital way. The tool measured several behavioral aspects during a free and task-less interaction with the tablet app. From the recorded activity logs we calculated quantitative behavioral measures related to their exploration patterns. We show that a single word can prime the participants and induce better learning of their self-explored knowledge. We also show that by simply enabling more time to explore, without the ability to stop at will, induces more exploration and more learning. Finally, we show that our behavioral measures, obtained with the digital quantitative assessment tool, are significant predictors of the participants' self-reported curiosity and Psychometric Entrance Test scores. These results suggest that simple priming for curiosity and enabling enough time to explore improve self-paced learning, and that a relatively simple and short interaction with a digital app can greatly improve state-of-the-art curiosity assessment. [ABSTRACT FROM AUTHOR]

This short article reports on teachers' use and perception of digital assessment recourses in primary school classroom. A total of eighteen primary school teachers participated in the study where they were asked to experience of using Kahoot and ZipGrade as digital assessment resources. Self-reflection survey was distributed to the teacher participants to capture their attitude and perception about the two applications. Findings revealed that teachers were positive towards the application of two assessment technology in classroom practice. The findings highlighted some factors that encouraged teachers to use Kahoot! and ZipGrade as digital assessment tools including the creation of fun learning environment, practicality, automated scoring and direct feedback. Despite these benefits, two critical challenges were addressed by teachers when incorporating the digital application at school such as the school context as well as teachers. [ABSTRACT FROM AUTHOR]

Introduction: In the clinic, the assessment of patients with multiple sclerosis (MS) is typically qualitative and non-standardized.Objectives: To describe the MS Performance Test (MSPT), an iPad Air® 2 (Apple, Cupertino, CA, USA)-based neurological assessment platform allowing patients to input relevant information without the aid of a medical technician, creating a longitudinal, clinically meaningful, digital medical record. To report results from human factor (HF) and usability studies, and the initial large-scale implementation in a practice setting.Methods: The HF study examined use-error patterns in small groups of MS patients and healthy controls (n = 14), the usability study assessed the effectiveness of patient interaction with the tool by patients with a range of MS disability (n = 60) in a clinical setting, and the implementation study deployed the MSPT across a diverse population of patients (n = 1000) in a large MS center for routine clinical care.Results: MSPT assessments were completed by all users in the HF study; minor changes to design were recommended. In the usability study, 73% of patients with MS completed the MSPT, with an average administration time of 32 min; 85% described their experience with the tool as satisfactory. In the initial implementation for routine care, 84% of patients with MS completed the MSPT, with an average administration time of 28 min.Conclusion: Patients with MS with varying disability levels completed the MSPT with minimal or no supervision, resulting in comprehensive, efficient, standardized, quantitative, clinically meaningful data collection as part of routine medical care, thus allowing for large-scale, real-world evidence generation.Funding: Biogen.Trial Registration: NCT02664324. [ABSTRACT FROM AUTHOR]

The purpose of this study is to develop a digital assessment tool in social studies course and describe development and application process. The study is designed as mixed method research where both quantitative and qualitative methods are used. The participants of the study consisted of teachers and 32 students who were in the first grade of a school with a medium socio-economic environment. Quantitative data of the study were based on the number of moves of the students during the game, the time they spent while playing and the scores they achieved. The qualitative data of the study were collected through semi-structured interviews. According to the results; in application process of digital assessment tool students enjoy but have some problems in using technology. [ABSTRACT FROM AUTHOR]