The research of cognitive diagnostic models (CDMs) is becoming an important field of psychometrics. Instead of assigning one score, CDMs provide attribute profiles to indicate the mastering status of concepts or skills for the examinees. This would make the test result more informative. The implementation of many CDMs relies on the existing item-to-attribute relationship, which means that we need to know the concepts or skills each item requires. The relationships between the items and attributes could be summarized into the Q-matrix. Misspecification of the Q-matrix will lead to incorrect attribute profile. The Q-matrix can be designed by expert judgement, but it is possible that such practice can be subjective. There are previous researches about the Q-matrix estimation. This study proposes an estimation method for one of the most parsimonious CDMs, the DINA model. The method estimates the Q-matrix for DINA model by setting constraints on the generalized DINA model. In the simulation study, the results showed that the estimated Q-matrix fit better the empirical fraction subtraction data than the expert-design Q-matrix. We also show that the proposed method may still be applicable when the constraints were relaxed.

Thesis (Ed.D.)--Boston University.

No description available.

The purpose of this paper is to provide an instructional format in the presentation of the clinical application of electroacoustic impedance measurements. Journal articles and impedance procedural booklets were used as a source of data for the information contained in the learning packet. Fundamentals of acoustic theory were treated to show the conceptual relationship of acoustic impedance and acoustic admittance. The terminology, normative data, and clinical interpretation of static acoustic impedance measures were examined. Diagnostically significant variables of the tympanogram were related to the audiometric-medical status of the patient. Clinical application of the acoustic reflex was investigated through descriptions of various pathologies and the particular indications expected in acoustic reflex testing for those pathologies . The learning packet is divided into four sections: impedance versus admittance, static acoustic impedance measurements, tympanometry, and acoustic reflex.

This research was designed to ascertain the effect of student self-evaluation, teacher evaluation, and feedback, and the absence of formal evaluation of college drafting assignments upon student achievement and knowledge retention, and attitudes of students in drafting technology/CAD. More specifically, the study was designed to test the following hypotheses: (1) no significant difference existed among scores representing achievement of college drafting students experiencing three evaluation approaches, (2) no significant difference existed among the scores representing the cognitive achievement (retention) of college drafting students experiencing three evaluation approaches five weeks after treatment, and, (3) no significant difference existed among the attitude scores of students experiencing different evaluation approaches. / The participants in the study were 39 undergraduate students enrolled in the Industrial Studies 123 Technical Drafting class in the Department of Industrial Studies at the University of Wisconsin-Platteville during the fall semester of the 1990-91 academic year. The students were randomly assigned to the three groups as follows: (1) a control group with no-evaluation; and the two experimental groups, (2) a student self-evaluation group; and (3) a teacher-evaluation group. / A one-way analysis of covariance was utilized to test the hypotheses at a 0.05 level of significance. Based on the findings and conditions of this study, the following conclusions were made: (1) the no-evaluation and teacher-evaluation groups did demonstrate an increased growth of achievement and knowledge retention over the self-evaluation group; (2) the evaluation method has no effect on the achievement and knowledge retention of college drafting students; and, (3) the attitude of the students toward CAD was found to be very positive. / Source: Dissertation Abstracts International, Volume: 53-04, Section: A, page: 1136. / Major Professor: Hollie B. Thomas. / Thesis (Ph.D.)--The Florida State University, 1992.

This thesis describes the development and application of stripping potentiometric methods for reliable determination of some trace metals in natural waters on a glassy carbon mercury film electrode (GCMFE). The development of these methods involved investigation of factors influencing the stripping potentiometric measurement, such as selection of adequate supporting electrolyte, choice of pH and/or concentration of supporting electrolyte, oxidant concentration, deposition potential, deposition time, stirring or sample rotation rate and equilibrium period. Moreover, the influence of complexing agents and the magnitude of constant current were carefully investigated for adsorptive cathodic stripping potentiometric methods. In addition, linear concentration range and detection limits were considered. The analytical application of the method to some natural waters was also demonstrated. It is concluded that the stripping potentiometric methods developed in this study are adequate for ultra-trace determination of copper, lead, cadmium, zinc, nickel and molybdenum. The methods provide very simple procedures, excellent precision and accuracy for the reliable determination of the six metals in natural water samples. / Master of Science (Hons)

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Educational institutions are exposed to a continuously changing environment. As in business, they experiment with their methods and techniques to improve their outputs. Performance assessment, both in education and business is a gray science. It is not just a question of evaluating performance. Performance is comprised of a number of components such as motivation, ability, organizational support, and rewards. This study looked at the relationship between educational assessment and the performance components. An assessment tool called the Balanced Scorecard, which has seen great success in the world of business, was adapted for use in the classroom. The study utilized quasi-experimental design to compare the effects of the broad-based holistic measurement associated with a balanced scorecard, and a traditional grading structure in two topics-based college courses. The study found that motivation, individual equity, satisfaction, and student engagement were all significantly higher in the experimental group by comparison. This evidence suggests that by utilizing a broad base of performance measures, one can increase student motivation and engagement in the learning process. / Graduation date: 1999

Thesis (doctoral)--Universität Bremen, 2005. / Includes bibliographical references.137-144).

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Terry Ackerman, Robert Henson; submitted to the School of Education. Includes bibliographical references (p. 121-125).