Search results for "Multiple choice"

Load Monitoring Practice in Elite Women Association Football

2021

The description of current load monitoring practices may serve to highlight developmental needs for both the training ground, academia and related industries. While previous studies described these practices in elite men's football, no study has provided an overview of load monitoring practices in elite women's football. Given the clear organizational differences (i.e., professionalization and infrastructure) between men's and women's clubs, making inferences based on men's data is not appropriate. Therefore, this study aims to provide a first overview of the current load monitoring practices in elite women's football. Twenty-two elite European women's football clubs participated in a close…

Study on difficulties and misconceptions with modern type systems

2014

Functional programming is often presented as an advantageous programming paradigm by its advocates, but many students and teachers consider it to be hard to learn. One particular hurdle in learning functional programming is mastering the modern type systems employed in these languages. In this article, we identify student difficulties with means of multiple choice questions embedded into the on-line materials of an introductory functional programming course. The most prevalent misconceptions were confusing with parametric polymorphism with subtyping, the assigning too much meaning to variables names, and confounding general language patterns with special cases.

A Decision Analysis Approach to Multiple-Choice Examinations

1998

We present a decision analysis approach to the problems faced by people subject to multiple-choice examinations, as often encountered in their education, in looking for a job, or in getting a driving permit.

QuASIt: A Cognitive Inspired Approach to Question Answering for the Italian Language

2016

In this paper we present QuASIt, a Question Answering System for the Italian language, and the underlying cognitive architecture. The term cognitive is meant in the procedural semantics perspective, which states that the interpretation and/or production of a sentence requires the execution of some cognitive processes over both a perceptually grounded model of the world, and a linguistic knowledge acquired previously. We attempted to model these cognitive processes with the aim to make an artificial agent able both to understand and produce natural language sentences. The agent runs these processes on its inner domain representation using the linguistic knowledge also. In this sense, QuASIt …

Force Concept Inventory-based multiple-choice test for investigating students’ representational consistency

2010

This study investigates students' ability to interpret multiple representations consistently (i.e., representational consistency) in the context of the force concept. For this purpose we developed the Representational Variant of the Force Concept Inventory (R-FCI), which makes use of nine items from the 1995 version of the Force Concept Inventory (FCI). These original FCI items were redesigned using various representations (such as motion map, vectorial and graphical), yielding 27 multiple-choice items concerning four central concepts underpinning the force concept: Newton's first, second, and third laws, and gravitation. We provide some evidence for the validity and reliability of the R-FC…

Test multiple choice per l'esame di Marketing

2009

Patientenverfügung: Wahrnehmung und Wirklichkeit

2008

BACKGROUND Knowledge and values prevalent with regard to advanced directive in the general German population have so far not been adequately taken into account as a topic of regulatory initiatives. This leads to unnecessary uncertainty about actual decision-making concerning therapeutic measures. METHODS 95 randomly chosen persons were included in a differentiated, online-supported survey consisting of multiple-choice questions as well as open interview questions, both question types addressing knowledge and values prevalent in our populations concerning advanced health care directives. Multiple choice questions were statistically correlated with open answers addressing the same content and…

Impact of text availability and question format on reading comprehension processes

2017

Abstract We conducted two experiments to analyze how text availability and question format affect readers’ processes and performance on measures of expository text reading comprehension. Junior high school students read expository texts and answered both multiple choice and open-ended questions on a computer that recorded reading times and readers’ actions with Read&Answer software. The results showed that readers reread prior text segments during initial reading of the text more often when they knew that the text would be unavailable when answering questions than when they knew that the text would be available. In addition, readers made more search decisions in the text- available conditio…

Early science learning with a virtual tutor through multimedia explanations and feedback on spoken questions

2018

The purpose of this pilot study with a within-subject design was to gain a deeper understanding about the promise and restrictions of a virtual tutoring system designed to teach science to first grade students in Finland. Participants were 61 students who received six tutoring science sessions of approximately 20 min each. Sessions consisted of a sequence of narrated multimedia science presentations during which a virtual tutor explained science phenomena displayed in pictures. Narrated science explanations were followed by one or more multiple choice questions with immediate feedback about students’ choices and a possible second attempt, during which students reached 97% accuracy. A pretes…

Problematising the equivalence of the test results of performance-based critical thinking tests for undergraduate students

2015

Abstract This article compares the test results of two different performance-based assessments of critical thinking: a constructed-response task from the Collegiate Learning Assessment (CLA) and a multiple-choice questionnaire (MCQ). These tests ostensibly measure the same critical thinking skills, such as analysing, interpreting and evaluating information and problem solving. The study utilised a mixed-method approach to explore the differences in students’ ( n  = 330) test scores. The results showed that the correspondence between the CLA and the MCQ was fully comparable in 45.5% of the students’ test performances. Ten percent of the students had completely opposite test results. Explanat…