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The essay focuses on the examination of the child or adolescent presence in the Italian adult fiction. Using text analysis it shows the role that the child or adolescent assume, on the semantic and also on the formal level. Special attention is dedicated to the representation of girl as a textual subject, which disposes of unique characteristics in contemporary Italian novel. Still in contemporary Italian prose, the girl protagonist has to undergo various exams and has to prove her im-maturity. The list of exams and the analysis of them conclude the essay. [ABSTRACT FROM AUTHOR]

Copyright of Anuario Musical is the property of Consejo Superior de Investigaciones Cientificas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article is written on the basis of the study of the normative and legal provision of the problem, based on the government magazine «Collection of orders and instructions of the Ministry of Education of the USSR» for the second half of the 1950s. The purpose of the article is to analyze the quality of teaching of students of secondary schools of the Ukrainian SSR during the specified period. Prerequisites for this were the educational, methodological and material provision of educational institutions. The training of teachers, their load and students was also important. At the end of the school year, students passed exams on various subjects. Their list could vary depending on curricula and programs. Children's ratings do not always match the quality of knowledge. There were cases of misconceptions in the assessment of students. It is not surprising that they, having entered higher educational institutions, had low educational indicators. [ABSTRACT FROM AUTHOR]

This article discusses how comparability relates to current mainstream conceptions of validity, in the context of educational assessment. Relevant literature was used to consider the relationship between these concepts. The article concludes that, depending on the exact claims being made about the appropriate interpretations and uses of the results of an assessment, several comparability concerns fall within the remit of validation. The current exploration supports the addition of comparability to validation studies and may be useful in the context of a growing emphasis on the provision of validity evidence for public examinations. [ABSTRACT FROM AUTHOR]

Two studies examined the effectiveness of a flashcard-based study strategy, Flashcards-Plus, in an ecologically valid context. The strategy requires students to create flashcards designed to increase their ability to retain, comprehend, and apply textbook material to exams. In Studies 1a (n=73) and 1b (n=62), we introduced all students to the Flashcards-Plus method and compared their exam scores. Students who used this strategy scored significantly higher than those who did not. In Study 2 (n=434), we randomly assigned six introductory psychology courses to either receive a classroom lecture with the Flashcards-Plus strategy (i.e., three experimental courses) or no lecture (i.e., three control courses). Students in the experimental courses scored significantly higher than those in the control courses after the lecture. The results from all three studies demonstrate that students who were introduced to the Flashcards-Plus study strategy scored significantly higher on exams following the lecture than students who were not. These findings suggest that this easily implemented teaching strategy can help students achieve deeper levels of processing (i.e., comprehension and application) in a self-directed manner, which benefit students' performance. [ABSTRACT FROM AUTHOR]

Active learning, including the promotion of student interactivity in lectures, has been found to improve student engagement and performance in university science classes. This letter describes the use of Pearson's Learning Catalytics to run regular, formatively assessed problem-solving sessions as part of the semiflipped redesign of an introductory level university bioscience course. Students found the problem-solving sessions more engaging than a traditional lecture, and felt that they were receiving better feedback on their progress in the course. Their participation in the problem-solving sessions was strongly associated with their performance in the course's summative assessments, making it possible to identify and assist probable poor performers early in the course. Other measures of student engagement with the course were not improved, and neither were their average exam grades when compared with their grades in a course which had not been redesigned. Possible reasons for this are discussed. [ABSTRACT FROM AUTHOR]

This article is based on tracking data of 7,411 first-year high school students from 106 secondary vocational schools in Zhejiang and Shaanxi Provinces from 2011 and 2012 and analyzes the impact of the experience of being left-behind on the exam behavior, dropout behavior, and willingness for promotion of secondary vocational school students. The authors find that when not controlling other factors, there are group differences among left-behind children, migrant children, and nonmigrant left-behind children on participation in the high school entrance exam, dropout rates, and plans to attend vocational college. However, when controlling other factors, there are no significant differences between left-behind children and non–left-behind children in exam behavior, dropout behavior, and willingness for promotion, and there is no significant impact during the period they are left behind on the exam behavior, dropout behavior, and willingness for promotion of vocational secondary school students. Therefore, using instrumental variables or other identification strategies is a possible direction in this field of study. [ABSTRACT FROM AUTHOR]

This article reports on a practitioner action research project focused on developing, trialing, and reflecting upon a continuous and formative-assessment plan for a foundational New Testament survey course. Three pedagogical convictions are discussed and drive the design of the assessment. Seven to nine assessment items (depending on level of study) based on course learning outcomes and informed by Bloom's taxonomy of learning, were developed and implemented. Students provided feedback on the assessment through an anonymous online survey. The results demonstrate that students preferred continuous assessment to an exam and major essay, and that they better achieved the course learning outcomes. In conclusion, this style of assessment is effective in driving and assessing student learning and so provides a basis for further action reflection. [ABSTRACT FROM AUTHOR]

Providing two or more versions of multiple-choice exams has long been a popular strategy for reducing the opportunity for students to engage in academic dishonesty. While the results of studies comparing exam scores under different question-order conditions have been inconclusive, the potential importance of contextual cues to aid student recall and recognition has been a common theme. The current study compares the effect of forward- and random-ordered exam questions on grades in two courses, introductory psychology and principles of learning, with different degrees of interrelatedness among the topics covered. Context cues would presumably be more important in courses with relatively independent chapter topics. No significant differences were noted, highlighting the need for a new framework for understanding factors that affect the reliability of different test versions. [ABSTRACT FROM AUTHOR]

Copyright of Revista Nutrición Clínica y Dietética Hospitalaria is the property of Sociedad Espanola de Dietetica y Ciencias de la Alimentacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aimed to identify whether the granting of exam access arrangements to students with Specific Learning Difficulties (SpLD) creates exam equity with their typically developing (TD) peers or confers an advantage. Empirical data was collected from the exam scripts of 67 Humanities students with SpLD who were permitted the use of a word processor and/or 25% extra time and 70 TD peers who took the same exam under standard conditions. The length of answers on the exam scripts, marks and degree classification achieved by students with SpLD were compared with those of their TD peers. The statistical conclusion of this study is that the students with SpLD who were granted exam access arrangements did not perform differently compared to their TD peers who took the same exam under standard conditions. This demonstrates that exam access arrangement do not confer an advantage for SpLD students in Humanities. [ABSTRACT FROM AUTHOR]

Worldwide private tutoring is documented extensively, but its impact is unclear. I estimate the impact of tutoring on performance to assess the degree to which tutoring is a vehicle of educational stratification in Sri Lanka. I find that on average, five months of tutoring has no impact on Year 5 students’ exam scores. I produce suggestive evidence impacts vary only slightly with advantage; so its impact on stratification is likely minimal. Policy-makers may want to urge parents to reconsider sending their children to tutoring, and further research should identify stratification mechanisms. [ABSTRACT FROM PUBLISHER]

We live in an age of technology. Everything is automated. Even in the field of education, the use of technology is increasing largely. However, even today exams where theoretical questions need to be answered are taking place manually. This is because little work progress has been made in the field of grading theoretical answers written by students during examinations. Hence, we plan on creating an application that will help in evaluating answers. We call this application "Checkpoint". It is a natural language processing based descriptive answer checking and grading application. This application would simulate human thinking for assessing descriptive answers using natural language processing. NLP involves natural language understanding that is, enabling computers to derive meaning from human or natural language input, and produce the desired output. This application would first parse the answer that is given as an input to it. Taking into consideration for the presence of synonyms it will check how similar the given answer is to the ideal answer whose keywords will be provided by the teachers. Depending on the similarity, it will grade the answers. [ABSTRACT FROM AUTHOR]

Background: Large language models (LLMs) have demonstrated significant potential in diverse domains, including medicine. Nonetheless, there is a scarcity of studies examining their performance in medical examinations, especially those conducted in languages other than English, and in direct comparison with medical students. Analyzing the performance of LLMs in state medical examinations can provide insights into their capabilities and limitations and evaluate their potential role in medical education and examination preparation., Objective: This study aimed to assess and compare the performance of 3 LLMs, GPT-4, Bing, and GPT-3.5-Turbo, in the German Medical State Examinations of 2022 and to evaluate their performance relative to that of medical students., Methods: The LLMs were assessed on a total of 630 questions from the spring and fall German Medical State Examinations of 2022. The performance was evaluated with and without media-related questions. Statistical analyses included 1-way ANOVA and independent samples t tests for pairwise comparisons. The relative strength of the LLMs in comparison with that of the students was also evaluated., Results: GPT-4 achieved the highest overall performance, correctly answering 88.1% of questions, closely followed by Bing (86.0%) and GPT-3.5-Turbo (65.7%). The students had an average correct answer rate of 74.6%. Both GPT-4 and Bing significantly outperformed the students in both examinations. When media questions were excluded, Bing achieved the highest performance of 90.7%, closely followed by GPT-4 (90.4%), while GPT-3.5-Turbo lagged (68.2%). There was a significant decline in the performance of GPT-4 and Bing in the fall 2022 examination, which was attributed to a higher proportion of media-related questions and a potential increase in question difficulty., Conclusions: LLMs, particularly GPT-4 and Bing, demonstrate potential as valuable tools in medical education and for pretesting examination questions. Their high performance, even relative to that of medical students, indicates promising avenues for further development and integration into the educational and clinical landscape., (©Jonas Roos, Adnan Kasapovic, Tom Jansen, Robert Kaczmarczyk. Originally published in JMIR Medical Education (https://mededu.jmir.org), 04.09.2023.)

To provide systematic assessment of a 3-credit, full-semester information literacy course at the University of Rhode Island, the library instruction faculty adapted the Bay Area Community College Information Competency Proficiency Exam to determine how well the students learned the material taught in the course and how well that material reflected the ACRL Information Literacy Competency Standards for Higher Education.

Abstract:The use of Multiple Choice Question (MCQ) in paper based exams is a very popular choice in the international certificate exams (like TOEFL) because it is very fast to grade and it does not let the student write any unnecessary information. In international tests, a specialized machine is used for grading MCQ paper based exams, this machine is very expensive and it needs a special trained operator to operate the machine correctly and efficiently. This project suggests a method to use a personal computer plus a scanner and a program written in Matlab programming language to grade a specially designed MCQ exam test paper with 15 questions with four choices for each question which the student can choose only one answer per question. The program has been tested to detect the correct answers by comparing each paper with a pre scanned test paper that contains the correct answers, many forms of test papers are used to answer different sets real questions for a real exam that has been conducted in the computer center in the Baghdad University and shown to produce results that matches the results gained from grading the same papers manually. The program is written in such a way that it can tolerate rotating the papers in the scanning operation using the process of image registration, any kind of pencil can be used to make the correct answer no matter its color. The program can detect question with multiple choices and eliminate them from calculations.

A principal finalidade deste artigo é a de discutir as principais características do sistema de avaliação das aprendizagens dos alunos dos Ensinos Básico e Secundário, tal como é proposto no currículo português. Os elevados índices de reprovação são analisados e suscitam reflexões várias tendo em conta que o referido sistema de avaliação apresenta três características que, em princípio, deveriam contribuir para que os alunos progredissem e não reprovassem. Tais características são: a) o predomínio da avaliação formativa, destinada a regular e a melhorar as aprendizagens; b) o predomínio da avaliação interna, com as escolas e os professores a desempenharem um papel muito relevante no processo de avaliação dos alunos; e c) o facto de as decisões referentes à progressão, ou não, dos alunos deverem ser tomadas apenas nos finais de cada ciclo da escolaridade obrigatória. São ainda discutidas as avaliações internas, da integral responsabilidade das escolas e dos professores, e as avaliações externas, nomeadamente as que se têm realizado sob os auspícios de organizações internacionais. De modo geral, parece poder afirmar-se que o sistema de avaliação das aprendizagens previsto no currículo português possui uma natureza progressiva e até inovadora, procurando adequar-se às realidades do sistema educativo. Contudo, a pesquisa tem demonstrado que ainda existe uma significativa diferença entre o que é proposto legalmente e o que efectivamente acontece no chamado sistema real, isto é, nas escolas e nas salas de aula. Nessas condições, são feitas algumas recomendações destinadas a reduzir, ou mesmo a eliminar, tais diferenças que, do ponto de vista do autor, constituem um dos mais importantes desafios que a sociedade portuguesa tem que enfrentar nos próximos anos.The main purpose of this paper is to discuss the major features of the learning evaluation system as applied to pupils from the basic and secondary levels, such as proposed by the Portuguese curriculum. The high failure rates observed are analyzed and stimulate various reflections, which take into account that the above mentioned system has features that should, in principle, contribute to help students progressing and not failing: a) the predominance of formative evaluation, aimed at regulating and improving the learning; b) the predominance of internal evaluation, with schools and teachers playing a major role in the pupil evaluation process; and c) the fact that decisions related to pupils' progress or failure only have to be made at the end of each cycle of mandatory schooling. The article also discusses the internal evaluations, of total responsibility of schools and teachers, and the external evaluations, namely those that have been carried out under the auspices of the international organizations. Generally speaking, it can be said that the learning evaluation system defined in the Portuguese curriculum has a progressive, and even innovative, character that tries to adapt to the reality of the education system. However, the study has shown that there is still a significant difference between what is legally proposed and what effectively takes place in the so-called "real system", that is, at the schools and classrooms. Recommendations are therefore made to reduce, or perhaps eliminate, such discrepancies which, in the author's view, constitute one of the most important challenges that Portuguese society has to face in the years to come.

Summary Background Myofascial Trigger points (MTrPs) may be caused or aggravated by many factors, such as mental stress associated with exams and impaired posture. Aim To compare the prevalence and sensitivity of MTrPs, and forward head position (FHP) during exam period vs. mid-semester among physical therapy students. Methods 39 physical therapy students were palpated for MTrPs in neck and shoulder muscles and were photographed laterally for FHP measurement during the academic semester and during the academic examination period. Results The subjects showed higher prevalence of active MTrPs in the right Trapezius and Levator Scapula muscles, and higher prevalence of latent MTrPs in the left Sternocleidomastoideus and Levator Scapula muscles during exams, as well as a higher rate of tenderness in suboccipital musculature. Conclusions Physical therapy students show greater prevalence of MTrPs during exams. The authors recommend implementing preventative programs towards the examination period. [ABSTRACT FROM AUTHOR]

This case study presents the use of hypnosis with an adolescent who was completing her Year 12 exams and matriculation. Ill health throughout her high school years caused reduced confidence in her ability to study and sit for exams. The effectiveness of hypnosis to increase confidence and school performance is demonstrated. The adolescent attended five hypnotherapy sessions beginning late Term 2 focusing upon her ability to sit her exams late in Term 3. A collaborative, solution focused Ericksonian style of hypnosis was employed and special effort was made to individualize treatment involving a discussed and agreed upon purpose for each hypnosis session. [ABSTRACT FROM AUTHOR]

Mathematics teachers often give cumulative final exams, but little research has been done on the effects that cumulative exams given throughout the semester have on student grades and content knowledge. This study went beyond a cumulative final exam, and investigated the benefits of cumulative versus non-cumulative semester exams on students’ final exam scores. Comparing control and experimental sections of an introductory mathematics course showed a positive effect of cumulative exams on final exam scores. Additionally, low-scoring students in the experimental sections performed better on the final exam compared with the average of their semester exams than low-scoring students in the control section. This interaction was not statistically significant, however. [ABSTRACT FROM PUBLISHER]

Survey results from a national sample of economics instructors describe the grading policies and practices in principles of economics courses. The survey results provide insights about absolute and relative grading systems used by instructors, the course components and their weights that determine grades, and the type of assessment items used for the major course components of exams, quizzes, and homework. The survey also provides information about the discretionary grading practices of instructors related to awarding bonus points, giving extra credit, or setting cut points for grade decisions. The overall finding is that there is a wide variety of grading policies used in principles courses and substantial discretion in how economics professors determine grades. [ABSTRACT FROM PUBLISHER]

The school in Salva is a school with tradition. It‟s foundation is related in the same ways at others schools in the Nãsãud Area, by the the establishment of Romanian Border Regiment II of Nãsãud. The school was firstly established village school, then in 1858 it became confessional, and after it became a public school. Until 1918 it must be assessed from two perspectives, pedagogical and national. From a pedagogical point of view, the performances were weak, even reporting them to the standards of the era. Until the end of the First World War, it only had one room class and only one teacher. But from an ideological point of view, the school in Salva contributed in keeping a national unity feeling among the Romanians in Salva. During the Austro-Hungarian administration, the authorities tried to abolish it, but the school was protected by the church and supported by the Romanian community in Salva. After the end of the war, the number of teachers increased, as well the class rooms and the students began to obtain extraordinary results in the school competitions. [ABSTRACT FROM AUTHOR]

This research shows the strong relationship between docimology and educational evaluation with its old and new concepts, its development phases, and its relationship with measurement and notation, showing its importance in the teaching/learning process, revealing its inconvenient side and its positive prospective. At the end, this research arrives to determine the bases and principals that a good evaluation is based upon according to its new and modern concepts. And, it concludes with a set of results in the form of recommendation that represent a prospective view, with the hope of better future of the educational systems, especially in the countries that fight to overcome underdevelopment, and struggle to reach the level of developed countries. [ABSTRACT FROM AUTHOR]

This article describes a study, from a Canadian technical institute's upgrading mathematics course, where students played a role in developing the final closed-book exam that they sat. The study involved a process where students developed practice exams and solutions keys, students sat each other's practice exams, students evaluated classmates' solutions to the practice exams, and finally the instructor used questions from the practice exams to develop the ‘live’ final exam. Phenomenography is used to analyse interview data and report students' experiences. Through the results, claims are made that students experienced deep approaches to learning and worked as partners in learning, teaching and assessment during the process of developing the final exam with their instructor. [ABSTRACT FROM PUBLISHER]

Today public awareness of technical language knowledge and the social demand for related language skills are on the rise, and the Hungarian labour market requires an increasingly competent command of foreign languages from professionals involved in business and economics; compliance with these growing demands is reflected in the nature and structure of teaching foreign languages in the Hungarian higher education institutions Due to the high degree of institutional autonomy each Hungarian university has the right to work out its own language teaching policy and adopt it in its training programme. This paper will show that foreign language study at Hungarian universities can be devoted either to general language or language for specific purposes. These criteria can differ according to the field of study, Given that obtaining a language exam certificate is a pre-requisite of graduation, the role of academic education in providing students with the required knowledge base and successfully preparing them for language exams has become more important. The structure and content of modern business language exams reflect the need to meet the demands of the labour market. There has been a definite shift from grammar-oriented, translation-based tasks towards a more communicative approach which involves testing reading comprehension, writing skills and performance in situational role plays. However, while students generally cope well with understanding written business texts, many of them frequently fail in oral communication. Consequently, the question arises of whether it is possible to bridge the obvious gap between reading and speaking skills. This paper aims to give a possible example of how a descriptive text can be adapted to prepare students for the situational role play tasks in business language exams at the Faculty of Economics and Business Administration, University of Debrecen. [ABSTRACT FROM AUTHOR]

Academic performance (AP) is a topic of particular interest in the academic context. Attributions for academic success (AAS) have been shown to have a significant impact on AP, and more specifically internal controllable attributions (ICA) are closely linked to academic success. Similarly, positive emotions (PE) have a significant influence on AP and may in turn be influenced by bullying. This study examines the connections between ICA of academic success and AP mediated through PE in late primary and early secondary school students and analyzes the relationships between PE and bullying categories. Students (N = 562, 49.46% female, M age = 11.6 SD = 1.2) reported on their perceptions of ICA and PE in relation to exams and their relationship with bullying through validated questionnaires. The AP was obtained as the average mark of all subjects in the immediately preceding assessment. First, a multiple linear regression analysis considering ICA and PE as predictor variables was carried out, which showed a significantly positive link between ICA and PE, between ICA and AP, and between PE and AP. Subsequently, using the SPSS macro PROCESS, a simple mediation model was implemented to quantify the effect of ICA on AP through PE in exams, and finally an ANOVA between the categories of bullying and PE was performed. The results showed a significant indirect relationship with a positive predictive relationship for AP. The model shows that PE proves to be a significant mediator between ICA and AP, and it is shown that students disengaged from bullying score higher in PE.