Using the Standards to Evaluate the Redesign of the U.S. Naturalization Tests: Lessons for the Measurement Community

In 2001, the U.S. Citizenship and Immigration Services (USCIS) began the process of redesigning the U.S. naturalization tests due to concerns that the current testing procedure may not be sufficiently uniform, and that the test content may not be appropriate. A National Research Council committee issued recommendations, based largely on the Standards , to ensure that the redesigned tests would be scientifically and politically defensible; however, USCIS chose not to follow much of the committee's advice. This article summarizes some lessons for the measurement community and possible strategies for getting policymakers to pay more attention to the Standards .     

Friendship motivations,challenges and the role of masking for girls with autism in contrasting school settings

To date little is known about the experiences of girls with autism, or how they live with and manage their autism. This qualitative study explored experiences of learning, friendships and bullying of girls with autism. Semi-structured interviews were conducted with 11 girls with autism, aged 11–17 years, and one parent of each girl. Thematic analysis identified key themes relating to motivation to have friends, challenges for girls with autism and the notion that many girls tend to mask their autism, which had both positive and negative consequences. Overall, the girls were motivated to have friends, but often encountered social difficulties and were sometimes targeted for bullying. Findings pointed to the need for interventions such as staff training and programmes to support the social interaction of girls with autism based on their specific perceptions of friendship.     

Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students’ Performance and Drive for Learning?

Anatomical knowledge is commonly assessed by practical examinations that are often administered in summative format. The format of anatomy practical examination was changed at the Lee Kong Chian School of Medicine in Singapore from summative (graded; must pass) to formative (ungraded; no pass/fail) in academic year (AY) 2017–2018. Both assessment formats were undertaken online, but the formative mode used a team-based learning activity comprising individual and team assessments. This gave an unique opportunity to investigate: (1) the impact of two different online assessment formats on student performance in practical examination; (2) the impact of new formative practical examination on students’ performance in summative examinations; and (3) students’ opinions of these two practical examination formats. The class of 2021 perceptions was obtained as they experienced both formats. A retrospective cohort study was also conducted to analyze the Year 2 students’ performance in anatomy practical and year-end summative examinations of cohorts AY 2015–2016, AY 2016–2017 (summative format), and AY 2017–2018 (formative format). There were no significant differences in students’ performance between two practical examination formats. The cohort who experienced the formative format, performed significantly better in summative examinations (mean ± SD: 82.32 ± 10.22%) compared with the cohort who experienced the summative format (73.77 ± 11.09%) (P < 0.001). Students highlighted positive features of the formative practical examination, including team reinforcement of learning, instant feedback, and enhanced learning. These findings indicate that students continue to study for anatomy practical examination without the need for external drivers. The team-based learning style practical examination enhances students’ performance in summative examinations.     

High-intensity endurance capacity assessment as a tool for talent identification in elite youth female soccer

ABSTRACT

Talent identification and development programmes have received broad attention in the last decades, yet evidence regarding the predictive utility of physical performance in female soccer players is limited. Using a retrospective design, we appraised the predictive value of performance-related measures in a sample of 228 youth female soccer players previously involved in residential Elite Performance Camps (age range: 12.7–15.3 years). With 10-m sprinting, 30-m sprinting, counter-movement jump height, and Yo-Yo Intermittent Recovery Test Level 1 (IR1) distance as primary predictor variables, the Akaike Information Criterion (AIC) assessed the relative quality of four penalised logistic regression models for determining future competitive international squads U17–U20 level selection. The model including Yo-Yo IR1 was the best for predicting career outcome. Predicted probabilities of future selection to the international squad increased with higher Yo-Yo IR1 distances, from 4.5% (95% confidence interval, 0.8 to 8.2%) for a distance lower than 440 m to 64.7% (95% confidence interval, 47.3 to 82.1%) for a score of 2040 m. The present study highlights the predictive utility of high-intensity endurance capacity for informing career progression in elite youth female soccer and provides reference values for staff involved in the talent development of elite youth female soccer players.     

A method of measuring information in language,applied to medical texts

In this study, quantitative measures of the information content of textual material have been developed based upon analysis of the linguistic structure of the sentences in the text. It has been possible to measure such properties as: (1) the amount of information contributed by a sentence to the discourse; (2) the complexity of the information within the sentence, including the overall logical structure and the contributions of local modifiers; (3) the density of information based on the ratio of the number of words in a sentence to the number of information-contributing operators.Two contrasting types of texts were used to develop the measures. The measures were then applied to contrasting sentences within one type of text. The textual material was drawn from narrative patient records and from the medical research literature. Sentences from the records were analyzed by computer and those from the literature were analyzed manually, using the same methods of analysis. The results show that quantitative measures of properties of textual information can be developed which accord with intuitively perceived differences in the informational complexity of the material.     

The development of children's ability to fill the gaps in their knowledge by consulting experts

This research investigated children's ability to recognize gaps in their knowledge and seek missing information from appropriate informants. In Experiment 1, forty-five 4- and 5-year-olds were adept in assigning questions from 3 domains (medicine, firefighting, and farming) to corresponding experts (doctor, firefighter, or farmer). However, when given the options of answering the same questions themselves or assigning them to an expert (Experiment 2), only 6-year-olds were consistently able to recognize when they did not know answers and then assign test questions correctly. Four- and 5-year-olds tended to overestimate their own knowledge or assign questions to the wrong expert. This result was replicated in Experiment 3, in which 5-year-olds were given incentives for correct answers.