Development of Automated Scoring Algorithms for Complex Performance Assessments: A Comparison of Two Approaches

Performance assessments are typically scored by having experts rate individual performances. The cost associated with using expert raters may represent a serious limitation in many large-scale testing programs. The use of raters may also introduce an additional source of error into the assessment. These limitations have motivated development of automated scoring systems for performance assessments. Preliminary research has shown these systems to have application across a variety of tasks ranging from simple mathematics to architectural problem solving. This study extends research on automated scoring by comparing alternative automated systems for scoring a computer simulation test of physicians'patient management skills; one system uses regression-derived weights for components of the performance, the other uses complex rules to map performances into score levels. The procedures are evaluated by comparing the resulting scores to expert ratings of the same performances.     

Effect of creatine supplementation on phosphocreatine resynthesis,inorganic phosphate accumulation and pH during intermittent maximal exercise

In this study, we examined the effect of creatine ingestion on muscle power output, muscle phosphocreatine resynthesis, inorganic phosphate and pH during repeated brief bouts of maximal exercise. Nine healthy males performed maximal plantar flexion before and after creatine ingestion (20 g ·day -1 for 6 days). The experimental protocol consisted of five 8 s bouts (bouts 1-5) interspersed with 30 s recovery, followed by bouts 6 (8 s) and 7 (16 s) separated by 1 and 2 min, respectively. Muscle phosphocreatine, inorganic phosphate and pH were estimated every 16 s by 31 P magnetic resonance spectroscopy. After creatine ingestion, muscle power output increased by ~5% ( P ? 0.05) from bouts 3 to 7 and muscle phosphocreatine resynthesis increased ( P ? 0.05) during 10 min recovery. The higher phosphocreatine concentration observed after only 30 s of recovery was accompanied by lower inorganic phosphate accumulation and higher pH. Strong correlations were found between exercise power restoration and the corresponding pre-exercise phosphocreatine and inorganic phosphate concentrations and muscle pH after creatine ingestion. The better maintenance of muscle power output observed after creatine ingestion was attributed to a higher rate of phosphocreatine resynthesis, lower accumulation of inorganic phosphate and higher pH.     

Effect of creatine supplementation on phosphocreatine resynthesis,inorganic phosphate accumulation and pH during intermittent maximal exercise

In this study, we examined the effect of creatine ingestion on muscle power output, muscle phosphocreatine resynthesis, inorganic phosphate and pH during repeated brief bouts of maximal exercise. Nine healthy males performed maximal plantar flexion before and after creatine ingestion (20 g x day(-1) for 6 days). The experimental protocol consisted of five 8 s bouts (bouts 1-5) interspersed with 30 s recovery, followed by bouts 6 (8 s) and 7 (16 s) separated by 1 and 2 min, respectively. Muscle phosphocreatine, inorganic phosphate and pH were estimated every 16 s by 31P magnetic resonance spectroscopy. After creatine ingestion, muscle power output increased by approximately 5% (P< 0.05) from bouts 3 to 7 and muscle phosphocreatine resynthesis increased (P< 0.05) during 10 min recovery. The higher phosphocreatine concentration observed after only 30 s of recovery was accompanied by lower inorganic phosphate accumulation and higher pH. Strong correlations were found between exercise power restoration and the corresponding pre-exercise phosphocreatine and inorganic phosphate concentrations and muscle pH after creatine ingestion. The better maintenance of muscle power output observed after creatine ingestion was attributed to a higher rate of phosphocreatine resynthesis, lower accumulation of inorganic phosphate and higher pH.     

Collaborations across “Sister” community colleges: a strategy to strengthen programs and support student persistence

Community colleges are typically relied upon to address many challenges in United States higher education and, more recently, are under public pressure to increase student completion rates. This article presents a case study of colleagues at three Minnesota community colleges as they work together to address student and program needs. While traditionally community colleges tend to focus primarily on gaining transfer partnerships with universities, we suggest that collaborations across community college programs may be key to long-term success. If done well, such sister program collaborations can support a trajectory of programmatic strength that not only bolsters the curriculum, enrollment, and program visibility, but also ultimately supports students’ ability to complete and successfully transfer. The result, then, is that university partners are attracted and sustained by a vibrant network of colleagues and a pipeline of student support.     

Literacy components model for at‐risk young adults enrolled in career and technical education

Little is known about literacy skills of an important adult population: educationally and economically disadvantaged young adults. This exploratory study used principal components analysis of 33 measures of reading subskills, spelling, maths, memory and other cognitive processes among 335 at‐risk 16‐ to 24‐year‐olds enrolled in a career and technical education programme. The analysis yielded a five‐component model explaining 69% of the variance in the data. Most of this variance was attributed to two components: element and word skills (including spelling) and language comprehension (including vocabulary). Using these components, models predicting two performance criterion measures yielded different results. A model using all five components predicted 51% of functional reading measured by the Comprehensive Adult Student Assessment System. A three‐component model with element and word skills, language comprehension and processing speed predicted 55% of variance in reading comprehension measured by the Test of Adult Basic Education. Implications of these findings for further research are discussed.