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O teste em duas fases e o relatório escrito na avaliação das aprendizagens em ciências naturais : 3º Ciclo do Ensino Básico

Monteiro, Maria Raquel Marques Pedro
Fonte: Universidade Aberta de Portugal Publicador: Universidade Aberta de Portugal
Tipo: Dissertação de Mestrado
Publicado em //2010 POR
Relevância na Pesquisa
26.01%
Dissertação de Mestrado em Supervisão Pedagógica apresentada à Univrsidade Aberta; O conceito de avaliação, em termos pedagógicos, sofreu várias alterações. Actualmente, considera-se que deve ser um processo partilhado e integrado no ensino e aprendizagem, privilegiando a avaliação formativa e o recurso a instrumentos variados com o objectivo de melhorar e regular as aprendizagens, e tendo em conta contextos, negociação, participação dos envolvidos, construção social de conhecimento e de processos cognitivos, sociais e culturais dos intervenientes (Allal, 1986; Black & Wiliam, Pinto & Santos, 2006). O presente trabalho centrou-se na relação existente entre a operacionalização de dois instrumentos de avaliação – teste escrito em duas fases e relatório escrito – e o seu impacto no desenvolvimento de competências e da literacia científica dos alunos, tal como Aikenhead (2002); Galvão e Freire (2004) a encaram, ou seja, a compreensão da ciência como um corpo de saberes e como instituição social conducente ao pleno exercício da cidadania. Pretendeu-se contribuir para um melhor entendimento e aperfeiçoamento de práticas lectivas nas aulas de Ciências Naturais de 3º ciclo. Assim, o estudo envolveu uma turma de 7º ano de escolaridade. Tratou-se de uma investigação de natureza qualitativa/interpretativa (Erickson...

Avaliação do aprendizado em técnica cirúrgica empregando três estratégias de ensino; Learning evaluation in surgical technique using three teaching strategies

Dantas, Alessandra Kiyanitza
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 09/04/2010 PT
Relevância na Pesquisa
35.82%
O aprendizado de cirurgia envolve inicialmente um conhecimento teórico seguido de um treinamento prático do aluno. Atividades em laboratório permitem ao aluno conhecer o instrumental cirúrgico e as dificuldades de técnica operatória antes de executar os procedimentos na clínica. Várias metodologias têm sido propostas no processo ensino-aprendizagem de cirurgia, mas tão importante quanto o método de ensino é a avaliação do aprendizado e a competência do aluno. Este trabalho teve como objetivo comparar três métodos diferentes de ensino de técnica cirúrgica, através de avaliações práticas utilizando um modelo que permite as manobras de incisão, divulsão e sutura. Trinta alunos sem conhecimento ou experiência prévia em cirurgia foram divididos em três grupos onde uma estratégia de ensinoaprendizagem diferente foi empregada: Grupo 1 - metodologia ativa, Grupo 2 - leitura prévia de texto e Grupo 3 - leitura prévia de texto com demonstração em vídeo. O conteúdo programático foi o mesmo para todos os grupos. Ao término dessa atividade, todos realizaram o procedimento estudado no modelo; os itens avaliados seguiram um checklist computando S para questões corretas e N para erradas e transformadas em notas de zero a dez. A avaliação no modelo foi repetida em 30 e 60 dias. Para verificar a diferença entre as médias das notas nos grupos foram aplicados procedimentos de análise de variância (ANOVA) e comparação múltipla pelo método de Tukey (nível de significância = 0...

Directed Test Review and Self-Evaluation Using a Microcomputer

Franklin, Kenneth J.; Hodder, Richard A.; Riordan, Daniel D.; Manning, Randolph
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em 04/11/1981 EN
Relevância na Pesquisa
45.73%
Medical students adopt various review strategies to prepare for the tests administered by the National Board of Medical Examiners (NBME). The Uniformed Services University Board Review System (UBRS) was created to fill a perceived need by some students for a directed, intensive study aid based on questions in NBME format. In its current form, it is a useful adjunct for directed study, development of test-taking skills, and review of course material in any subject to which it is applied.

Teaching Principled negotiation skills to parents and their children : the impact of parental involvement /

Rizzo, Kelly-Joelle.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
25.91%
This study explored the impact of training parents and children concurrently in principled negotiation skills for the purpose of developing negotiation skills and problem solving abilities in children. A second experimental group was utilized to determine the viability of negotiation skills training of junior elementary students for the purpose of improving problem solving and conflict resolving abilities. The student population in each experimental group was trained using The Program for Young Negotiators (Curhan, 1996). A control group was also established using the remaining grade four and five students attending the participating school. These students did not receive training as part of this study. Student group distribution was as follows: Experimental group 1 (students with parent participant) consisted of 10 (5 grade five and 5 grade 4 students), Experimental group 2 students without parent participant) consisted of 48 (20 grade 4 and 28 grade 5 students), and the Control group 3 (55 grade 4 and 5 students). The impact of training was measured using the Five Factor Negotiation Scale developed for use with the Program for Young Negotiators (Curhan, 1996). This measure was employed as a pre- and post-test questionnaire to the total student population...

Implementing a National Assessment of Educational Achievement

Greaney, Vincent; Kellaghan, Thomas
Fonte: World Bank Publicador: World Bank
Relevância na Pesquisa
35.91%
This third volume in the five-part National Assessments of Educational Achievement series, focuses on practical issues in the implementation of a national assessment. These include the representation of key educational stakeholders, required personnel and facilities, and the sequence of administrative activities in implementing an assessment. Particular attention is focused on sampling, such as defining the population to be assessed, elements of sampling theory, and the selection of schools and students to take part in an assessment. Readers are guided through the selection of a sample by working on a set of concrete tasks presented in the text, using data files in an accompanying CD. One section of Volume 3 is devoted to typical tasks involved in preparing, validating and managing data. Users are expected to develop competence in data preparation skills by carrying out the practical exercises in the CD. They are also shown how to complete important pre-analysis steps such as compute survey weights, calculate means and their sampling errors, and how to deal with non-responses and oversize and undersize schools. This volume is intended primarily for teams who are responsible for conducting national assessments and graduate students interested in technical aspects of large-scale surveys.

Employer Voices, Employer Demands, and Implications for Public Skills Development Policy

Cunningham, Wendy; Villasenor, Paula
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
36.04%
Educators believe that they are adequately preparing youth for the labor market while employers lament the lack of skills. A possible source of the mismatch in perceptions is that employers and educators have different understandings of the types of skills valued in the labor market. This paper uses economics and psychology literature to define four skills sets: socio-emotional, higher-order cognitive, basic cognitive, and technical skills. The paper reviews the literature that quantitatively measures employer skill demand, as reported in preference surveys. A sample of 28 studies reveals remarkable consistency across the world in the skills demanded by employers. Although employers value all skill sets, there is a greater demand for socio-emotional and higher-order cognitive skills than for basic cognitive or technical skills. These results are robust across economy size and level of development, sector, export-orientation, and occupations. Employers perceive that the greatest skills gaps are in socio-emotional and technical skills. These findings suggest the need to re-conceptualize education and training systems. Taking into consideration the developmental process to acquire the skills identified by employers...

Botswana : Skills for Competitiveness and Economic Growth

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
35.92%
Botswana has pursued prudent macroeconomic policies to manage the revenue streams from diamond exports. It is now an upper-middle-income country that outperforms other countries in Sub-Saharan Africa on key indicators of socioeconomic performance including education, health, and social services. The economic structure in Botswana has undergone changes in recent years, but these changes have not yet ended the countryapos;s reliance on diamond exports. Until recently, Botswana also had a telecommunications monopoly; other utilities are not always accessible at competitive terms. Looking at the lessons offered by successful economies that have grown rapidly in a short period of time, such as those in East Asia, it is clear that export-led industrialization policies contributed to their growth. These policies involve the state taking the lead in crafting and managing market institutions, building physical infrastructure to support industrialization, and minimizing coordination failure within the various segments of the economy. A well-educated and trained population with a wide spectrum of skills also played a vital supporting role in this growth in East Asia. This population had a sufficient skills base to absorb and assimilate technology (via foreign direct investment)...

The effect of study skills instruction on the study strategies and attitudes of college students with learning disabilities

King Ebrahimian, Jennifer Carlene
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
25.99%
The purpose of this study was to determine the effects of participating in an existing study skills course, developed for use with a general college population, on the study strategies and attitudes of college students with learning disabilities. This study further investigated whether there would be differential effectiveness for segregated and mainstreamed sections of the course.^ The sample consisted of 42 students with learning disabilities attending a southeastern university. Students were randomly assigned to either a segregated or mainstreamed section of the study skills course. In addition, a control group consisted of students with learning disabilities who received no study skills instruction.^ All subjects completed the Learning and Study Strategies Inventory (LASSI) before and after the study skills course. The subjects in the segregated group showed significant improvement on six of the 10 scales of the LASSI: Time Management, Concentration, Information Processing, Selecting Main Ideas, Study Aids, and Self Testing. Subjects in the mainstreamed section showed significant improvement on five scales: Anxiety, Selecting Main Ideas, Study Aids, Self Testing, and Test Strategies. The subjects in the control group did not significantly improve on any of the scales.^ This study showed that college students with learning disabilities improved their study strategies and attitudes by participating in a study skills course designed for a general student population. Further...

Student approaches for learning in medicine: What does it tell us about the informal curriculum?

Zhang, J.; Peterson, R.; Ozolins, I.
Fonte: BioMed Central Ltd. Publicador: BioMed Central Ltd.
Tipo: Artigo de Revista Científica
Publicado em //2011 EN
Relevância na Pesquisa
35.67%
Background: It has long been acknowledged that medical students frequently focus their learning on that which will enable them to pass examinations, and that they use a range of study approaches and resources in preparing for their examinations. A recent qualitative study identified that in addition to the formal curriculum, students are using a range of resources and study strategies which could be attributed to the informal curriculum. What is not clearly established is the extent to which these informal learning resources and strategies are utilized by medical students. The aim of this study was to establish the extent to which students in a graduate-entry medical program use various learning approaches to assist their learning and preparation for examinations, apart from those resources offered as part of the formal curriculum. Methods: A validated survey instrument was administered to 522 medical students. Factor analysis and internal consistence, descriptive analysis and comparisons with demographic variables were completed. The factor analysis identified eight scales with acceptable levels of internal consistency with an alpha coefficient between 0.72 and 0.96. Results: Nearly 80% of the students reported that they were overwhelmed by the amount of work that was perceived necessary to complete the formal curriculum...

Exploring the use of effective learning strategies to increase students' reading comprehension and test taking skills /

Radojevic, Nancy.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
96.25%
This study examined the effects of providing students with explicit instruction in how to use a repertoire of reading comprehension strategies and test taking skills when reading and responding to three types of questions (direct, inferential, critical). Specifically, the study examined whether providing students with a "model" of how to read and respond to the text and to the comprehension questions improved their reading comprehension relative to providing them with implicit instruction on reading comprehension strategies and test taking skills. Students' reading comprehension and test taking performance scores were compared as a function of instructional condition. Students from 2 grade 8 classes participated in this study. The reading component of the Canadian Achievement Tests, Third Edition (CAT/3) was used to identify students' level of reading comprehension prior to the formal instructional sessions. Students received either explicit instruction, which involved modelling, or implicit instruction, which consisted of review and discussion of the strategies to be used. Comprehension was measured through the administration of formative tests after each instructional session. The formative tests consisted of reading comprehension questions pertaining to a specific form of text (narrative...

Propiedades psicométricas del test de competencias motoras Bruininks Oseretsky en versión corta para niños entre 4 y 7 años en Chía y Bogotá – Colombia.

Serrano Gómez, Maria Eugenia
Fonte: Facultad de medicina Publicador: Facultad de medicina
Tipo: info:eu-repo/semantics/masterThesis; info:eu-repo/semantics/acceptedVersion Formato: application/pdf
SPA
Relevância na Pesquisa
36.01%
Existen importantes pruebas de valoración que miden habilidades o competencias motoras en el niño; a pesar de ello Colombia carece de estudios que demuestren la validez y la confiabilidad de un test de medición que permita emitir un juicio valorativo relacionado con las competencias motoras infantiles, teniendo presente que la intervención debe basarse en la rigurosidad que exigen los procesos de valoración y evaluación del movimiento corporal. Objetivo. El presente estudio se centró en determinar las propiedades psicométricas del test de competencias motoras Bruininiks Oseretsky –BOT 2- segunda edición. Materiales y métodos. Se realizó una evaluación de pruebas diagnósticas con 24 niños aparentemente sanos de ambos géneros, entre 4 y 7 años, residentes en las ciudades de Chía y Bogotá. La evaluación fue realizada por 3 evaluadores expertos; el análisis para consistencia interna se realizó utilizando el Coeficiente Alfa de Cronbach, el análisis de reproducibilidad se estableció a través del Coeficiente de Correlación Intraclase –CCI- y para el análisis de la validez concurrente se utilizó el Coeficiente de Correlación de Pearson, considerando un alfa=0.05. Resultados. Para la totalidad de las pruebas...

Reading Comprehension Strategies for Adult Literacy Outcomes

Hock, Mike; Mellard, Daryl
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
35.87%
Although research on improving child literacy is converging, no such body of research exists for adult literacy. Yet the need is no less significant. This study extends the knowledge garnered with younger populations by determining the reading comprehension strategies most important to adults’ success on adult literacy outcome measures and aligning them with previously researched interventions. According to an analysis of key adult literacy outcome measures (i.e., competency-based, standardized tests of literacy commonly accepted as reasonable proxies for the global construct of adult literacy: Comprehensive Adult Student Assessment System [CASAS], General Educational Development [GED], and National Assessment of Educational Progress [NAEP]), adults should benefit from strategies that teach looking for clues in or generating questions about a text. Additionally, adults need to learn how to summarize and draw inferences in order to address higher-level literacy demands. Adult learners also need a metacognitive strategy to self-regulate reading behavior (e.g., choose a strategy to use, evaluate its effectiveness, and abandon and choose another strategy if necessary.) Furthermore, when using a competency-based standardized test, adult learners need to be coincidentally taught test-taking skills to reduce the test-related task demands and produce a better index of a learner's reading comprehension skills.

Combining Test-Taking Intervention With Course Remediation: Effects on National Board Subtest Performance

Frierson, Henry T.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /02/1987 EN
Relevância na Pesquisa
56.1%
Effects of test-taking skills instruction over a five-year period were assessed by examining retest performances of second-year medical students who, because of unsatisfactory performance, were required to repeat National Board Part I subtests and who all participated in a summer review program. Two groups of students were involved in the study: an intervention group consisting of 14 students who participated in a special intervention program involving test-taking skills instruction and a comparison group that included 13 nonparticipants. The intervention group's mean retest performance was significantly greater (F = 9.38, P < .005). The results suggest that intervention programs can have a significant impact on academic success, and deserve serious consideration by medical students who demonstrate low performances on examinations because of comparatively poor test-taking skills and for students undergoing academic remediation.

The Impact of Perinatal HIV Infection on Older School-Aged Children's and Adolescents' Receptive Language and Word Recognition Skills

Brackis-Cott, Elizabeth; Kang, Ezer; Dolezal, Curtis; Abrams, Elaine J.; Mellins, Claude Ann
Fonte: Mary Ann Liebert, Inc. Publicador: Mary Ann Liebert, Inc.
Tipo: Artigo de Revista Científica
Publicado em /06/2009 EN
Relevância na Pesquisa
25.92%
Perinatally HIV-infected youths are reaching adolescence in large numbers. Little is known about their cognitive functioning. This study aims to describe and compare the receptive language ability, word recognition skills, and school functioning of older school-aged children and adolescents perinatally HIV infected (HIV-positive) and perinatally HIV-exposed but uninfected (seroreverters; HIV-negative). Participants included 340 youths (206 HIV-positive, 134 HIV-negative), 9–16 years old, and their caregivers. Youths completed the Peabody Picture Vocabulary Test, Third Edition (PPVT-III) and the Reading Subtest of the Wide Range Achievement Test, Third Edition (WRAT-3). Caregivers were interviewed regarding demographic characteristics and school placement of youths. Medical information was abstracted from medical charts. Both groups of youths scored poorly on the PPVT-III and WRAT-3 with about one third of youths scoring in less than the 10th percentile. The HIV-positive youths scored lower than the seroreverters (M = 83.8 versus 87.6, t = 2.21, p = 0.028) on the PPVT-III and on the WRAT-3 (M = 88.2 versus 93.8, t = 2.69, p = 0.008). Among the HIV-positive youths, neither CD4+ cell count, HIV RNA viral load or Centers for Disease Control and Prevention (CDC) classification were significantly associated with either PPVT-III or WRAT-3 scores. However...

The efficacy of working memory training in improving crystallized intelligence

Tracy Alloway; Ross Alloway
Fonte: Nature Preceedings Publicador: Nature Preceedings
Tipo: Manuscript
Relevância na Pesquisa
35.88%
Crystallized intelligence (Gc) is thought to reflect skills acquired through knowledge and experience and is related to verbal ability, language development^1^ and academic success^2^. Gc, together with fluid intelligence (Gf), are constructs of general intelligence^3^. While Gc involves learning, knowledge and skills, Gf refers to our ability in tests of problem-solving, pattern matching, and reasoning. Although there is evidence that Gf can be improved through memory training in adults^4^, the efficacy of memory training in improving acquired skills, such as Gc and academic attainment, has yet to be established. Furthermore, evidence of transfer effects from gains made in the trained tasks is sparse^5^. Here we demonstrate improvements in Gc and academic attainment using working memory training. Participants in the Training group displayed superior performance in all measures of cognitive assessments post-training compared to the Control group, who received knowledge-based training. While previous studies have indicated that gains in intelligence are due to improvements in test-taking skills^6^, this study demonstrates that it is possible to improve crystallized skills through working memory training. Considering the fundamental importance of Gc in acquiring and using knowledge and its predictive power for a large variety of intellectual tasks...

Uso do teste caixa e blocos na avaliação de destreza manual em crianças e jovens com síndrome de Down; Box and block test in motor dexterity evaluation to children and young people with Down syndrome

Guimarães, Renata; Blascovi-Assis, Silvana Maria
Fonte: Universidade de São Paulo. Faculdade de Medicina Publicador: Universidade de São Paulo. Faculdade de Medicina
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf
Publicado em 01/04/2012 POR
Relevância na Pesquisa
45.79%
Este estudo objetivou avaliar a destreza manual de crianças e adolescentes com síndromede Down (SD) nas idades de 7, 8, 9, 14 e 15 anos, utilizando o Teste de Caixa e Blocos(TCB). Participaram 50 crianças e jovens com SD, de ambos os sexos, que compuseram o grupoestudado (GSD), e 50 sem a síndrome, constituindo o grupo controle (GC). O teste foi aplicadoindividualmente em cada participante nas instituições colaboradoras no interior do Estado de SãoPaulo após aprovação do Comitê de Ética em Pesquisa da Universidade Presbiteriana Mackenzie.Os resultados indicaram que há desvantagem na destreza manual dos participantes com SD quandocomparados ao GC. Observou-se também que não houve alteração estatisticamente signifi cativa nadestreza manual para o GSD entre as idades de 7 a 9 anos em comparação com as idades de 14 e 15anos (7a = 30 Blocos Por Minuto, 8a = 29 BPM, 9a = 29 BPM), (14a = 32 BPM, 15a = 34 BPM),evidenciando que quase não há evolução na destreza manual com a idade. O GC apresentou evoluçãode destreza manual proporcional à idade dos participantes (7a = 63 BPM, 8a = 66 BPM,9a = 68 BPM, 14a = 80 BPM, 15a = 81 BPM). Adicionalmente, foram observadas diferenças naforma de preensão dos blocos nos participantes do GSD...

Effects of technical training in functional asymmetry of lower limbs in young soccer players; Efeitos do treino técnico na assimetria funcional dos membros inferiores de jovens futebolistas

Guilherme, José; University of Porto; Garganta, Júlio; University of Porto; Graça, Amândio; University of Porto; Seabra, André; University of Porto
Fonte: Universidade Federal de Santa Catarina. Florianópolis, SC. Brasil Publicador: Universidade Federal de Santa Catarina. Florianópolis, SC. Brasil
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; "Avaliado por Pares",; Experimental; Avaliado por Pares; Experimental Formato: application/pdf
Publicado em 28/02/2015 ENG
Relevância na Pesquisa
35.77%
DOI: http://dx.doi.org/10.5007/1980-0037.2015v17n2p125 The functional asymmetry of the lower limbs has been considered an important factor in the performance of soccer players. In this sense, the purpose of this study was to examine the effects of specific technical training for non-preferred foot on its utilization rate during the game; and to investigate if interruption of a technical training programme for the non-preferred foot influences its utilization rate during the game. Fifty young soccer players were randomly divided into two groups: G1 (n=26, 9.50±1.04 years) and G2 (n=24, 9.58±1.02 years). At the beginning of the first 4 months, each player’s use of both feet during the game was assessed. The study lasted eight months divided into two periods of four months. In the first training period G1 was subjected to a technical training programme directed to the non-preferred foot, while G2 had no constraints on the use of both feet. At the end of the 4th month the two groups were newly assessed. During the second training period G1 and G2 reversed the training programmes. After the 8 months of training the evaluation of the utilization rate of both feet during small-side games was again performed. The main conclusions of the study were: (i) the technical training of the non-preferred foot allowed significant increases in its utilization rate during small-sided games; (ii) the interruption of such training partially reversed this effect. Thus...

Clinical skills required of ophthalmic nurse practitioners in tertiary level public hospitals in the Western Cape Province

Kyriacos,U; Scheepers,LD; Hill,EW; Jordan,S
Fonte: Curationis Publicador: Curationis
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2009 EN
Relevância na Pesquisa
35.92%
BACKGROUND: South Africa has a 32-year history of training ophthalmic nurse practitioners (ONPs). The role and required skills and competencies of ONPs are not well documented in the international literature and are also absent from South African publications, including South African Nursing Council publications. AIM: This study aims to inform curriculum development and human resource planning by reporting on the clinical skills expected of ONPs by members of multidisciplinary ophthalmology teams. METHOD: A limited survey was undertaken in the ophthalmology wards and outpatient departments of three tertiary level hospitals in the Western Cape Province. A researcher-designed structured self-completion questionnaire was distributed to 30 ophthalmology practitioners: doctors, nurses and technicians. Respondents were asked to indicate the expected clinical skills of ONPs. FINDINGS: All questionnaires were completed. All respondents favoured ONPs taking histories and performing emergency eye irrigations. There was less support for more complex procedures, such as B-scans. One-third of respondents did not expect ONPs to have skills in eight key areas, including examination of the anterior chamber angle for glaucoma. No statistically significant differences were found between responses of doctors and nurses...

Test-taking skills of secondary students: the relationship with motivation, attitudes, anxiety and attitudes towards tests

Dodeen,Hamzeh M; Abdelfattah,Faisal; Alshumrani,Saleh
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/06/2014 EN
Relevância na Pesquisa
96.31%
Test-taking skills are cognitive skills that enable students to undergo any test-taking situation in an appropriate manner. This study is aimed at assessing the relationship between students' test-taking skills and each of the following variables: motivation to learn mathematics; mathematics anxiety; attitudes towards mathematics; and attitudes towards tests. The study was conducted on a random sample of 626 (372 males and 254 females) secondary school students. The following instruments were used in the data collection: the Test-taking Skills Scale (TSS); the Mathematics Motivated Strategies for Learning Questionnaire (MMSLQ); the Mathematics Anxiety Scale-Revised (MAS-R); the Mathematics Attitude Inventory (MAI); and the Attitude towards Tests Scale (ATS). A positive and significant relationship was reported between students' test-taking skills and each student's motivation to learn mathematics, attitudes towards mathematics, and attitudes towards tests; while mathematics anxiety was shown to have a significant negative relationship with test-taking skills. Test-taking skills account for more than 30% of the variation in motivation to learn mathematics, 25% in attitudes towards mathematics, 17% in mathematics anxiety, and more than 40% in attitude toward tests. The study concluded the improvement of secondary students' testing skills to be significantly correlated with variables that play a substantial role in a student's level of achievement in mathematics.

The performance of students with and without disability on the 11th grade university admission test

Padilla-Muñoz,Andrea; Rodríguez,Viviana; Castro,Sergio; Reveiz,Yamile; Gómez-Restrepo,Carlos
Fonte: Instituto de Salud Publica, Faculdad de Medicina -Universidad Nacional de Colombia Publicador: Instituto de Salud Publica, Faculdad de Medicina -Universidad Nacional de Colombia
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/02/2013 EN
Relevância na Pesquisa
55.9%
Objective Comparing standardized university admission scores between students with and without disability within the same school and also comparing the performance of students with hearing, visual and physical disability. Methods This was a retrospective cohort study which compared the test results of students with and without disabilities within the same school. A matched case-control study nested in a cohort was assembled. Standardized differences were calculated for comparing such scores. Results Students without disabilities performed significantly better than disabled ones(i.e. disabled students scored lower than their classmates). Conclusion Further research is needed to determine whether the Colombian educational system, adjustments made to tests for this population or students' individual skills were the factors underlying the difference regarding the test results.