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- Title
- Engineering Evaluation of Multi-beam Satellite Antenna Boresight Pointing using Land/Water Crossings.
- Creator
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May, Catherine, Jones, W, Mikhael, Wasfy, Wahid, Parveen, University of Central Florida
- Abstract / Description
-
The Microwave Radiometer (MWR) on the Aquarius/SAC-D mission measures microwave radiation from earth and intervening atmosphere in terms of brightness temperature (Tb). It takes measurements in a push-broom fashion at K (23.8GHz) and Ka (36.5 GHz) band frequencies using two separate antenna systems, each producing eight antenna beams. Pre-launch knowledge of the alignment of these beams with respect to the space-craft is used to geolocate the antenna footprints on ground. As a part of MWR's...
Show moreThe Microwave Radiometer (MWR) on the Aquarius/SAC-D mission measures microwave radiation from earth and intervening atmosphere in terms of brightness temperature (Tb). It takes measurements in a push-broom fashion at K (23.8GHz) and Ka (36.5 GHz) band frequencies using two separate antenna systems, each producing eight antenna beams. Pre-launch knowledge of the alignment of these beams with respect to the space-craft is used to geolocate the antenna footprints on ground. As a part of MWR's on-orbit engineering check-out, the verification of MWR's pointing accuracy is discussed here. The technique used to assess MWR's pointing involved comparing the radiometer image of land with high-resolution maps. When the beam's instantaneous field of view (IFOV) passes over a land water boundary, the brightness temperature changes from a radiometrically hot land scene to a radiometrically cold ocean scene. This (")step-function(") change in brightness temperature provides a very sensitive way to characterize the mispointing error of the MWR sensor antenna footprints. This thesis describes the algorithm used for the MWR geolocation calibration. MWR sensor observed boundaries are determined by the absolute maximum Tb slope location. A system of linear equations is produced for each sensor observed land/water crossing to determine the true intersection of the MWR track with the coastline. The observed and expected boundary locations are compared by means of an error distance. Results, presented for all eight beams of the three MWR channels, show that the mispointing error (standard deviations) are overall less than 15 km from the true coastline.
Show less - Date Issued
- 2012
- Identifier
- CFE0004245, ucf:49523
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004245
- Title
- ASSESSMENT PRACTICES INELEMENTARY VISUAL ART CLASSROOMS.
- Creator
-
Betz, Jennifer, Brewer, Thomas, University of Central Florida
- Abstract / Description
-
The purpose of this research study was to investigate the attitudes and usages of assessment methods by elementary visual art teachers in two southeastern school districts. Data consisted of responses to a mailed survey instrument that included relevant demographic information pertaining to respondent's educational preparation experiences, tabulation of classroom activities, assessment usage, and a construct set of questions which addressed an attitudinal scale about the effectiveness of...
Show moreThe purpose of this research study was to investigate the attitudes and usages of assessment methods by elementary visual art teachers in two southeastern school districts. Data consisted of responses to a mailed survey instrument that included relevant demographic information pertaining to respondent's educational preparation experiences, tabulation of classroom activities, assessment usage, and a construct set of questions which addressed an attitudinal scale about the effectiveness of evaluation and measurement within their visual art classrooms. The primary focus of attitudinal orientation toward assessment centered upon the types of role models respondents encountered regarding assessment during initial teacher preparation and the resulting paradigm of belief concerning measurement art teachers experienced in varied educational settings. Results indicate that study respondents had a strong positive response to the construct attitudinal statements about accepting evaluation as a normative practice in their classrooms. The survey item "multiple choice tests are appropriate to use in visual art classrooms" had a strong relationship to the total reliability and had the greatest impact on the factor analysis. Further relationships were identified in the use of newly adopted textbook curricula to the acceptance of the statement "learning could be measured in visual art," suggesting that if art teachers embraced a textbook curriculum (developed through an outside, expert entity) they were more likely to accept the possibility that learning in elementary visual art classrooms was possible to be measured. The relationship between the statements regarding the acceptance of multiple choice tests as a valid method of assessment and the recentness of either graduation from teacher preparation coursework or specific in-service professional development about assessment also suggests that pedagogy at the university and district level after The No Child Left Behind Act of 2001 was more likely to include instruction or role models in the practical use of assessment techniques for respondents.
Show less - Date Issued
- 2009
- Identifier
- CFE0002738, ucf:48150
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002738
- Title
- A PHENOMENOLOGICAL INVESTIGATION OF COUNSELING STUDENTS' AND PRACTICUM SUPERVISORS' EXPERIENCES WITH THE COUNSELOR COMPETENCIES SCALE.
- Creator
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Ascher, David, Lambie, Glenn, University of Central Florida
- Abstract / Description
-
Counselor educators are charged with facilitating the development of counseling students towards becoming ethical and competent counselors (American Counseling Association , 2005; Council for Accreditation for Counseling and Related Educational Programs , 2009). In addition, counselor educators serve as gatekeepers for the profession and deny entry to counseling students who demonstrate deficiency of necessary competencies (ACA, 2005; Association for Counselor Education and Supervision , 1993...
Show moreCounselor educators are charged with facilitating the development of counseling students towards becoming ethical and competent counselors (American Counseling Association , 2005; Council for Accreditation for Counseling and Related Educational Programs , 2009). In addition, counselor educators serve as gatekeepers for the profession and deny entry to counseling students who demonstrate deficiency of necessary competencies (ACA, 2005; Association for Counselor Education and Supervision , 1993; CACREP, 2009). Numerous assessment tools utilized for the evaluation of counseling competencies have been developed, yet none has gained universal acceptance in the field of counselor education. The Counseling Competencies Scale© (CCS, UCF Counselor Education Faculty, 2009) is a 32 item counseling-student assessment tool developed to measure counselors-in-training counselor competencies (counseling skills, professional dispositions, and behaviors). The psychometric properties of the CCS have been investigated (Swank, 2010); however, questions related to perceptions, purposes, and uses of the CCS remained. Therefore, the purpose of this descriptive, exploratory phenomenology was to understand counseling students' and practicum supervisors' lived experiences with the CCS. The sample included counseling practicum students (N = 23 [individual student interviews only, n = 11; student focus group interviews only, n = 4, individual student interviews and student focus group participants, n = 8]) and practicum supervisors (N = 6) from a CACREP accredited counselor education program in the Southeastern United States. The data was collected through individual interviews and focus groups with practicum students and individual interviews with practicum supervisors. All data was recorded, transcribed, coded, and analyzed for themes (Creswell, 2007; Moustakas, 1994). The data analyses utilized a research key comprised of 34 meaning units (Devenish, 2002; Moustakas, 1994) and identified five themes within the data: (a) Cognitive understanding, (b) Emotional Understanding, (c) Feedback, (d) Trustworthiness, and (e) Gatekeeping. A visual metaphor was developed to illustrate the interaction of the five themes. Trustworthiness measures employed throughout the research included the use of (a) descriptions of researcher positionality, (b) a self-reflective field journal, (c) triangulation (student and supervisor individual interviews, student focus group interviews, and examination of the CCS document), (d) member checking, (e) peer debriefers, (f) an external auditor, (g) an extensive description of previous literature, and (h) an openness to disconfirming evidence (Creswell, 2007; Marshall and Rossman, 2006; Moustakas, 1994). The results supported that counseling students and their clinical supervisors identified the CCS as an appropriate and comprehensive supervisory tool; however, they acknowledged CCS-related limitations including inconsistent application, problematic scoring system, pass/fail structure, and delivery by instructors and practicum supervisors who demonstrated minimal investment of time and effort. Implications for counselor educators include the importance of program and faculty members' engagement and consistency regarding the use of (a) evaluation and feedback tools, (b) remediation and gatekeeping processes, and (c) counseling student performance expectations. Replication of this study at diverse institutions is suggested. In addition, quantitative and qualitative investigations examining counseling student competencies and development (e.g., CCS) would contribute to the counselor education, counseling-student development, and counseling supervision literature. A discussion of the investigation's limitations is included.
Show less - Date Issued
- 2011
- Identifier
- CFE0003739, ucf:48764
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003739
- Title
- A Framework for Quantifying and Managing Overcrowding in Healthcare Facilities.
- Creator
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Albar, Abdulrahman, Elshennawy, Ahmad, Rabelo, Luis, Lee, Gene, Rahal, Ahmad, University of Central Florida
- Abstract / Description
-
Emergency Departments (EDs) represent a crucial component of any healthcare infrastructure. In today's world, healthcare systems face growing challenges in delivering efficient and time-sensitive emergency care services to communities. Overcrowding within EDs represents one of the most significant challenges for healthcare quality that adversely impacts clinical outcomes, patient safety, and overall satisfaction. Research in this area has resulted in creating several ED crowding indices, such...
Show moreEmergency Departments (EDs) represent a crucial component of any healthcare infrastructure. In today's world, healthcare systems face growing challenges in delivering efficient and time-sensitive emergency care services to communities. Overcrowding within EDs represents one of the most significant challenges for healthcare quality that adversely impacts clinical outcomes, patient safety, and overall satisfaction. Research in this area has resulted in creating several ED crowding indices, such as National Emergency Department Overcrowding Scale (NEDOCS) and Emergency Department Work Index (EDWIN) that have been developed to provide measures aimed at mitigating overcrowding. Recently, efforts made by researchers to examine the validity and reproducibility of these indices have shown that they are not reliable in accurately assessing overcrowding in regions beyond their original design settings. The shortcomings of such indices stem from their reliance upon the perspective and feedback of only clinical staff and the exclusion of other stakeholders. These limited perspectives introduce bias in the results of ED overcrowding indices. This study starts with confirming the inaccuracy of such crowding indices through examining their validity within a new healthcare system. To overcome the shortcomings of previous indices, the study presents a novel framework for quantifying and managing overcrowding based on emulating human reasoning in overcrowding perception. The framework of the proposed study takes into consideration emergency operational and clinical factors such as patient demand, patient complexity, staffing level, clinician workload, and boarding status when defining the crowding level. The hierarchical fuzzy logic approach is utilized to accomplish the goals of this framework by combining a diverse pool of healthcare expert perspectives while addressing the complexity of the overcrowding issue. The innovative design of the developed framework reduces bias in the assessment of ED crowding by developing a knowledge-base from the perspectives of multiple experts, and allows for its implementation in a variety of healthcare settings. Statistical analysis of results indicate that the developed index outperform previous indices in reflecting expert subjective assessments of overcrowding.
Show less - Date Issued
- 2016
- Identifier
- CFE0006521, ucf:51378
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006521
- Title
- The Coping Assessment for Bereavement and Loss Experiences (CABLE): Development and Validation.
- Creator
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Crunk, Anne, Robinson, Edward, Bai, Haiyan, Robinson, Sandra, Burke, Laurie, University of Central Florida
- Abstract / Description
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The loss of a loved one through death is a virtually inescapable part of the human experience and one that can elicit marked psychological and physical distress on the part of the survivor. However, not all individuals who lose a loved one cope with their grief in the same way. Variation in the duration and intensity of grief reactions among mourners is well supported, with 10-15% of the bereaved population experiencing a protracted, debilitating, and sometimes life-threatening grief response...
Show moreThe loss of a loved one through death is a virtually inescapable part of the human experience and one that can elicit marked psychological and physical distress on the part of the survivor. However, not all individuals who lose a loved one cope with their grief in the same way. Variation in the duration and intensity of grief reactions among mourners is well supported, with 10-15% of the bereaved population experiencing a protracted, debilitating, and sometimes life-threatening grief response known as complicated grief (CG). However, most grievers respond to loss with relative resilience, demonstrating an ability to sustain reasonably stable and adaptive levels of functioning while grieving the loss of their loved one. One factor that might distinguish resilient and CG reactions is differences in the cognitive, behavioral, emotional, social, and spiritual strategies they use to cope with their distressing grief symptoms. However, prior to this study, an instrument designed to assess potential constructive strategies for coping with bereavement had yet to be developed, limiting helping professionals and researchers to the use of nonspecific measures that assess coping with life stressors in general, rather than with bereavement, in particular. Therefore, the aim of this study was to construct and validate the Coping Assessment for Bereavement and Loss Experiences, or CABLE, an instrument designed to identify which strategies bereaved individuals currently use to cope with grief following the death of a loved one. The present study followed a mixed-methods approach to instrument development, incorporating both qualitative (i.e., Phase 1) and quantitative (i.e., Phase 2) approaches with two diverse samples of bereaved adults (N = 12 for Phase 1 and N = 918 for Phase 2, respectively). Exploratory factor analysis (EFA) with the initial item pool (n = 89 items) yielded a six-factor, 30-item structure, which was cross-validated for item selection using confirmatory factor analysis (CFA). CFA generated a final six-factor, 28-item model of grief coping. The CABLE demonstrated good internal consistency reliability and provided initial evidence for convergent and discriminant validity with the present sample. Finally, findings from hierarchical multiple regression analyses and one-way analysis of variances (ANOVA) tests shed light on participant demographic and background variables that accounted for small but significant variance in CABLE scores. Limitations of the present study, recommendations for future research, and implications for helping professionals and researchers are discussed.
Show less - Date Issued
- 2017
- Identifier
- CFE0006938, ucf:51675
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006938
- Title
- A Single Case Study on the Influence of Feedback on the Instructional Quality of a Preservice Elementary Teacher in Mathematics: The Instructional Quality Assessment Toolkit as a Resource.
- Creator
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Campbell Sutherland, Makini, Dixon, Juli, Safi, Farshid, Hoffman, Elizabeth, Andreasen, Janet, Childs, Kristopher, University of Central Florida
- Abstract / Description
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The purpose of this single case study was to determine if a preservice elementary teacher's instruction would be influenced by feedback on mathematics lessons. The focus of the research was on the use of the Instructional Quality Assessment (IQA) (Boston 2012) toolkit as an integral part in the feedback process. The IQA toolkit provides number ratings as well as qualitative descriptive ratings of various aspects of the mathematics lesson, defined under two constructs, or groups, labeled...
Show moreThe purpose of this single case study was to determine if a preservice elementary teacher's instruction would be influenced by feedback on mathematics lessons. The focus of the research was on the use of the Instructional Quality Assessment (IQA) (Boston 2012) toolkit as an integral part in the feedback process. The IQA toolkit provides number ratings as well as qualitative descriptive ratings of various aspects of the mathematics lesson, defined under two constructs, or groups, labeled Academic Rigor and Accountable Talk. The researcher evaluated a preservice teacher's instruction on three occasions and facilitated feedback sessions following those observation sessions, integrating the number ratings of the IQA toolkit with the qualitative descriptions of expectations. It was found that there was an increase in ratings for both constructs of Academic Rigor and Accountable Talk over the period of three feedback cycles. There was a difference in how the students were facilitated in instruction over the three observations. The teacher became more aware of some of her behaviors in the classroom that contributed to the type of instruction given to students.In reviewing the literature, there was limited evidence of the use of the IQA toolkit for the iterative process of teaching, feedback, and teaching informed by feedback. This research is therefore useful in expanding the use of the IQA toolkit for feedback purposes. Preservice teachers as well as in-service teachers can benefit from feedback focused on mathematics teaching that makes them more aware of their strengths and weaknesses so they are able to adjust instruction based on the feedback received.
Show less - Date Issued
- 2018
- Identifier
- CFE0006983, ucf:51679
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006983
- Title
- Probing Space: Formative Assessment in a Middle School Inquiry-Based Science Classroom.
- Creator
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Anderson, Clinton, Jeanpierre, Bobby, Gresham, Regina, Everett, Robert, University of Central Florida
- Abstract / Description
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This action research thesis was performed to explore the research questions: How did the use of formative assessment affect student performance data in understanding the concepts of the Sun-Earth-Moon system?, How did the use of learning scales as formative techniques impact student self-assessment of their knowledge of the Sun-Earth-Moon system?, How did the implementation of formative assessment techniques affect student discourse on the topic of the Sun-Earth-Moon system? Formative...
Show moreThis action research thesis was performed to explore the research questions: How did the use of formative assessment affect student performance data in understanding the concepts of the Sun-Earth-Moon system?, How did the use of learning scales as formative techniques impact student self-assessment of their knowledge of the Sun-Earth-Moon system?, How did the implementation of formative assessment techniques affect student discourse on the topic of the Sun-Earth-Moon system? Formative assessment techniques including (")talk-friendly(") probes, sticky bars, and agree-disagree statements were used in the classroom to expose gaps in knowledge, to facilitate discourse, and promote self-assessment. A triangulation of data included a district-provided pre/post-test, teacher observation, written and oral student responses of formative assessment, self-assessment, discourse, and student self-assessment on a learning goal tracker. Data gathered from student responses to formative assessment techniques given during discourse, lab experiences, in written responses, and from the student learning scale tracker were analyzed to expose misconceptions and gaps in knowledge and guide classroom instruction. Data showed that student performance data improved overall and students narrowed gaps in knowledge of the Sun-Earth-Moon system. Improvement in student participation and skill of discourse was evident; however students needed more practice developing written explanations for phenomenon within the Sun-Earth-Moon system. Through the use of self-assessments students showed improvement in ability to self-assess and realized gained knowledge toward their learning goal.
Show less - Date Issued
- 2012
- Identifier
- CFE0004285, ucf:49527
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004285
- Title
- COMPARING ASSESSMENT METHODS AS PREDICTORS OF STUDENT LEARNING IN UNDERGRADUATE MATHEMATICS.
- Creator
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Shorter, Nichole, Young, Cynthia, University of Central Florida
- Abstract / Description
-
This experiment was designed to determine which assessment method: continuous assessment (in the form of daily in-class quizzes), cumulative assessment (in the form of online homework), or project-based learning, best predicts student learning (dependent upon posttest grades) in an undergraduate mathematics course. Participants included 117 university-level undergraduate freshmen enrolled in a course titled "Mathematics for Calculus". Initially, a multiple regression model was formulated to...
Show moreThis experiment was designed to determine which assessment method: continuous assessment (in the form of daily in-class quizzes), cumulative assessment (in the form of online homework), or project-based learning, best predicts student learning (dependent upon posttest grades) in an undergraduate mathematics course. Participants included 117 university-level undergraduate freshmen enrolled in a course titled "Mathematics for Calculus". Initially, a multiple regression model was formulated to model the relationship between the predictor variables (the continuous assessment, cumulative assessment, and project scores) versus the outcome variable (the posttest scores). However, due to the possibility of multicollinearity present between the cumulative assessment predictor variable and the continuous assessment predictor variable, a stepwise regression model was implemented and caused the cumulative assessment predictor variable to be forced out of the resulting model, based on the results of statistical significance and hypothesis testing. The finalized stepwise regression model included continuous assessment scores and project scores as predictor variables of students' posttest scores with a 99% confidence level. Results indicated that ultimately the continuous assessment scores best predicted students' posttest scores.
Show less - Date Issued
- 2008
- Identifier
- CFE0002432, ucf:47704
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002432
- Title
- ASSESSMENT METHODS FOR STUDENT LEARNING OUTCOMES IN GENERAL EDUCATIONAT URBAN AND METROPOLITAN UNIVERSITIES.
- Creator
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Albert, Angela R., Tubbs, Levester, University of Central Florida
- Abstract / Description
-
The foci of this qualitative study were twofold. First, the researcher wanted to know what instruments and methods of data collection are being used to assess core general education intended student-learning outcomes at 62 urban and metropolitan universities (members of the Coalition of Urban and Metropolitan Universities). Second, the researcher was interested in knowing the extent to which these approaches to measurement are producing data that can be used for improvement purposes. A review...
Show moreThe foci of this qualitative study were twofold. First, the researcher wanted to know what instruments and methods of data collection are being used to assess core general education intended student-learning outcomes at 62 urban and metropolitan universities (members of the Coalition of Urban and Metropolitan Universities). Second, the researcher was interested in knowing the extent to which these approaches to measurement are producing data that can be used for improvement purposes. A review of the literature revealed that only 15% of institutions that indicated in a previous study that they were initiating change in the curriculum of general education programs were assessing student outcomes. Essentially, these institutions were depriving themselves of valuable data and information that might have made their organizational changes more meaningful.The present qualitative study, using a researcher-developed instrument, surveyed 62 universities as how they were assessing their general education programs. The grounded theory model of Strauss and Corbin was used to analyze the data. The study indicated that 23 of the 27 institutions that responded to the survey were conducting assessment of the core curriculum. They were using direct and indirect approaches to measurement of knowledge, skills, behaviors, and beliefs and values.The 27 institutions fell within five stages of assessment. Sixteen of the 19 institutions that were conducting assessment reported that they were having some success in identifying weaknesses in the pedagogy, the curriculum, and the assessment process. They reported changes such as adopting new pedagogical strategies, revising and adding courses, opening a new writing and mathematical center, having an increased awareness regarding the value of assessment, and generating heightened involvement among faculty members in the assessment process. Sixteen institutions reported that assessment methods such as standardized tests, essays, portfolios, and the senior assignment made it possible to identify weaknesses and make changes in their core curricula. Eleven institutions reported that they did not have any changes to report as a result of conducting assessment. Four of the eleven were in the early stages of assessment, three were in the planning stages, and one had not begun a formal assessment process. The grounded theory analysis led to this conclusion: If the leadership of institutions of higher learning realize the stage of assessment that they are in, they will be better positioned to respond to assessment training needs, assessment resource needs, stakeholders' expectations, and accrediting bodies' mandates.
Show less - Date Issued
- 2004
- Identifier
- CFE0000022, ucf:46112
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000022
- Title
- ASSESSING MALE BODY IMAGE: DEVELOPMENT AND VALIDATION OF THE APPEARANCE INVENTORY FOR MEN (AIM).
- Creator
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Agliata, Daniel, Dunn, Stacey, University of Central Florida
- Abstract / Description
-
Despite evidence suggesting that appearance dissatisfaction among men is on the rise, a void in appropriate forms of body image assessment for males remains. The current study reviews the literature on male body image, identifying the shortcomings and limitations of prior research, and introduces a psychometrically sound, male-specific body image assessment. An initial item-generation study was used to poll 253 males to inquire about their concerns, emotions, behaviors, and related body image...
Show moreDespite evidence suggesting that appearance dissatisfaction among men is on the rise, a void in appropriate forms of body image assessment for males remains. The current study reviews the literature on male body image, identifying the shortcomings and limitations of prior research, and introduces a psychometrically sound, male-specific body image assessment. An initial item-generation study was used to poll 253 males to inquire about their concerns, emotions, behaviors, and related body image topics to be sorted and synthesized into items for scale inclusion. The newly developed Appearance Inventory for Men (AIM) was then administered to 330 males and submitted to exploratory factor analyses, revealing a relatively stable three-factor structure. Weight-Focus (WF), Muscle Focus (MF), and Appearance Motivation (AM) factors emerged, all with good internal consistency and convergent, discriminant, and construct validity. Two additional psychometrically sound subscales were included in the final AIM that assess body area satisfaction for men (Key Attributes of Muscularity; KAM) and the common Strategies for Appearance Management (SAM). Future research and clinical implications are discussed, as are the directions for continued validation of this unique, yet much needed male-specific body image assessment tool.
Show less - Date Issued
- 2005
- Identifier
- CFE0000564, ucf:46430
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000564
- Title
- DEVELOPMENT OF A SPANISH VERSION OF THE MAIN CONCEPT ANALYSIS FOR ANALYZING ORAL DISORDERED DISCOURSE.
- Creator
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Simonet, Karla, Kong, Anthony Pak-Hin, University of Central Florida
- Abstract / Description
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Aphasia is an acquired language impairment caused by damage in the regions of the brain that support language. The Main Concept Analysis (MCA) is a published formal assessment battery that allows the quantification of the presence, accuracy, completeness, and efficiency of content in spoken discourse produced by persons with aphasia (PWA). It utilizes a sequential picture description task (with four sets of pictures) for language sample elicitation. The MCA results can also be used clinically...
Show moreAphasia is an acquired language impairment caused by damage in the regions of the brain that support language. The Main Concept Analysis (MCA) is a published formal assessment battery that allows the quantification of the presence, accuracy, completeness, and efficiency of content in spoken discourse produced by persons with aphasia (PWA). It utilizes a sequential picture description task (with four sets of pictures) for language sample elicitation. The MCA results can also be used clinically for targeting appropriate interventions of aphasic output. The purpose of this research is to develop a Spanish adaptation of the MCA by establishing normative data based on native unimpaired speakers of Spanish. In the pilot study, thirty-eight unimpaired Spanish participants were recruited by previous student researchers. Each participant was asked to complete a demographic questionnaire and a short form of the Cognitive Linguistic Quick Test was administered to rule out any unidentified language problems. The MCA was then be administered to participants and their oral description was audio recorded for later orthographic transcription. A total of 81 unimpaired participants that consisted of different genders, ages (young, middle-aged, and older groups), levels of education (high versus low), and dialect origins (e.g., Spain, Puerto Rico, Columbia) were recruited in the main study to establish a more balanced set of data. One person with aphasia (PWA) was recruited for this study. Based on the collected normative samples, the essential information was identified for each participant. A dialect-specific scoring criteria including target main concepts and lexicons of the Spanish-MCA were developed. The Spanish-MCA was conducted to test the validity of the assessment battery. In the current study, a preliminary set of data using the MCA scoring criteria has been established. Similar to findings in Kong and Yeh 2015, the results of the Spanish-MCA showed age and education did impact discourse performance. Results from one-way ANOVA revealed statistical differences between age groups and education levels of the unimpaired participants recruited. The groups of participants with a higher education conveyed more AC concepts compared to the other dialect groups. To compare data for PWA, it is suggested that a larger sample size of PWA be recruited to validate the Spanish-MCA.
Show less - Date Issued
- 2019
- Identifier
- CFH2000553, ucf:45622
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000553
- Title
- PSYCHOMETRIC DIFFERENCES IN MOTOR FUNCTIONING.
- Creator
-
McWaters, Ashley, Fouty, Ed, University of Central Florida
- Abstract / Description
-
Clinical experience has shown that patients performing the Grooved Pegboard Test have difficulty maintaining the manualized right-to-left placement strategy with their left hand. This study sought to investigate possible differences in placement time on the Grooved Pegboard task between participants using the standardized left hand approach and a reversed manualized left hand placement strategy (i.e., left-to-right). The participants included 63 male and female undergraduate volunteers...
Show moreClinical experience has shown that patients performing the Grooved Pegboard Test have difficulty maintaining the manualized right-to-left placement strategy with their left hand. This study sought to investigate possible differences in placement time on the Grooved Pegboard task between participants using the standardized left hand approach and a reversed manualized left hand placement strategy (i.e., left-to-right). The participants included 63 male and female undergraduate volunteers between the ages of 18 and 25 years. All participants had no history of neurologic disease/trauma, or conditions that would affect motor functioning of the right and left upper extremities. Data were analyzed using a 3-way mixed-design ANOVA. Results revealed a significant main effects for gender (F(1, 59) = 5.215, p = .026) and handedness (F(1, 59) = 6.362, p = .014). Of primary interest was the main effect for placement direction, which was not significant, F(1, 59) = .120, p = .731. No significant interaction was observed (all p > .40). Recommendations for the use of this test in applied neuropsychological settings are offered.
Show less - Date Issued
- 2013
- Identifier
- CFH0004510, ucf:45172
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004510
- Title
- ASSESSMENT OF PERINATAL NURSES' KNOWLEDGE OF ANTIPHOSPHOLIPID SYNDROME AND NURSING MANAGEMENT OF PREGNANT WOMEN WITH ANTIPHOSPHOLIPID SYNDROME.
- Creator
-
Dennen, Gabrielle, Waldrop, Julee, University of Central Florida
- Abstract / Description
-
Background: Antiphospholipid syndrome (APS), a complex autoimmune disorder, is associated with thromboembolic events and 7%-25% of unexplained fetal losses. No research exists on perinatal nurses' knowledge of APS or its nursing management. Purpose: To assess perinatal nurses' knowledge and nursing management of pregnant women with APS. This pilot study also may justify a study with a larger sample size and more recruitment sites, as well as determine the need for an educational program on...
Show moreBackground: Antiphospholipid syndrome (APS), a complex autoimmune disorder, is associated with thromboembolic events and 7%-25% of unexplained fetal losses. No research exists on perinatal nurses' knowledge of APS or its nursing management. Purpose: To assess perinatal nurses' knowledge and nursing management of pregnant women with APS. This pilot study also may justify a study with a larger sample size and more recruitment sites, as well as determine the need for an educational program on APS for perinatal nurses. Methodology: This is a descriptive cross-sectional pilot study. Ninety-two registered nurses working in perinatal areas from a metropolitan medical center in the Southeastern United States completed a 20-item survey on demographics and knowledge about APS and nursing management of patients with APS. Analyses: Descriptive statistics were conducted to characterize the sample. ANOVA, t tests, Pearson's correlation, and logistic regression were used to determine factors associated with knowledge of APS and its nursing management. Conclusion: The average score of participants on the 8 knowledge items of the survey was 1.4. Only current work area was associated with knowledge scores, however, previous familiarity with APS was associated with higher scores.
Show less - Date Issued
- 2013
- Identifier
- CFH0004336, ucf:45039
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004336
- Title
- A Framework for Quantifying Sustainability of Lean Implementation in Healthcare Organizations.
- Creator
-
Bahaitham, Haitham, Elshennawy, Ahmad, Mollaghasemi, Mansooreh, Lee, Gene, Uddin, Nizam, Furterer, Sandra, University of Central Florida
- Abstract / Description
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Due to the remarkable positive effect of lean adoption in various firms in the manufacturing sector, it has been adopted by several organizations within the healthcare industry. Although the rate of adopting lean by hospitals in the developed countries is slower than it should be, it proved to be effective in helping healthcare organizations maintain or even improve their quality of care while containing their related costs. However, such adoption did not take place until the beginning of the...
Show moreDue to the remarkable positive effect of lean adoption in various firms in the manufacturing sector, it has been adopted by several organizations within the healthcare industry. Although the rate of adopting lean by hospitals in the developed countries is slower than it should be, it proved to be effective in helping healthcare organizations maintain or even improve their quality of care while containing their related costs. However, such adoption did not take place until the beginning of the new millennium. And with such adoption, it has been accompanied with major challenges related to proper lean implementation, sustainability of achieved levels of performance, and staff engagement in infinite cycles of continuous improvement towards perfection. Thus, the purpose of this study is to develop a framework that helps healthcare organizations quantify their experience with lean. Such quantification is obtained by measuring the agreement level of hospital staff members about the degree of adopting two sets of critical factors of successful lean implementation within their hospital. These two sets of factors are classified as process factors and organizational factors. The proposed framework has been validated by determining the sustainability level of lean implementation within one of U.S. hospitals in the State of Florida. The developed framework provides a balanced assessment of both process and organizational factors essential for achieving sustainable levels of lean implementation. In order to accommodate for the observed variation in lean adoption in hospitals, individual hospital departments are considered the (")analysis units(") of the developed framework. In order to quantify the implementation status of lean within a hospital department, a survey-based lean sustainability assessment tool has been developed based on the defined sets of factors. The sustainability level of lean implementation of a hospital can be obtained by combining various responses of its surveyed departments. The developed framework is the first that addresses both process and organizational factors of sustainable lean implementation in a balanced manner while fulfilling the assessment needs of all healthcare organizations regardless of their current level of lean adoption. In addition, utilizing the framework within a hospital enhances employee involvement and respect for employee which are essential for sustainable lean implementation. Finally, the developed framework provides healthcare supervising authorities (i.e. ministries of health or corporate offices of hospitals' groups) a macro-level benchmarking view regarding the progress of their hospitals towards implementing sustainable levels of lean.
Show less - Date Issued
- 2011
- Identifier
- CFE0004086, ucf:49140
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004086
- Title
- The Effectiveness of Virtual Humans vs Pre-Recorded Humans in a Standardized Patient Performance Assessment.
- Creator
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Palathinkal, Joel, Kincaid, John, Shumaker, Randall, Allred, Kelly, Smith, Roger, University of Central Florida
- Abstract / Description
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A Standardized Patient (SP) is a trained actor who portrays a particular illness to provide training to medical students and professionals. SPs primarily use written scripts and additional paper-based training for preparation of practical and board exams. Many institutions use various methods for training such as hiring preceptors for reenactment of scenarios, viewing archived videos, and computer based training. Currently, the training that is available can be enhanced to improve the level...
Show moreA Standardized Patient (SP) is a trained actor who portrays a particular illness to provide training to medical students and professionals. SPs primarily use written scripts and additional paper-based training for preparation of practical and board exams. Many institutions use various methods for training such as hiring preceptors for reenactment of scenarios, viewing archived videos, and computer based training. Currently, the training that is available can be enhanced to improve the level of quality of standardized patients. The following research is examining current processes in standardized patient training and investigating new methods for clinical skills education in SPs. The modality that is selected for training can possibly affect the performance of the actual SP case.This paper explains the results of a study that investigates if there is a difference in the results of an SP performance assessment. This difference can be seen when comparing a virtual human modality to that of a pre-recorded human modality for standardized patient training. The sample population navigates through an interactive computer based training module which provides informational content on what the roles of an SP are, training objectives, a practice session, and an interactive performance assessment with a simulated Virtual Human medical student. Half of the subjects interact with an animated virtual human medical student while the other half interacts with a pre-recorded human. The interactions from this assessment are audio-recorded, transcribed, and then graded to see how the two modalities compare. If the performance when using virtual humans for standardized patients is equal to or superior to pre-recorded humans, this can be utilized as a part task trainer that brings standardized patients to a higher level of effectiveness and standardization. In addition, if executed properly, this tool could potentially be used as a part task trainer which could provide savings in training time, resources, budget, and staff to military and civilian healthcare facilities.
Show less - Date Issued
- 2011
- Identifier
- CFE0004149, ucf:49037
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004149
- Title
- COMPARATIVE RETROSPECTIVE ANALYSIS: ASSESSMENT OF EXTRACELLULAR VOLUME EXCESS IN HYPERTENSIVE HEMODIALYSIS PATIENTS.
- Creator
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Serwaah-Bonsu, Amma, Wink, Diane, University of Central Florida
- Abstract / Description
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Cardiovascular disease, including hypertension, accounts for almost 50% of the deaths in patients with end stage renal disease (ESRD) on hemodialysis (HD) yet hypertension remains very poorly controlled in this population. The purpose of this study was to retrospectively compare control of hypertension in hemodialysis (HD) patients when extracellular volume (ECV) was assessed and managed by clinical parameters and physical assessment data alone with control of hypertension when data from...
Show moreCardiovascular disease, including hypertension, accounts for almost 50% of the deaths in patients with end stage renal disease (ESRD) on hemodialysis (HD) yet hypertension remains very poorly controlled in this population. The purpose of this study was to retrospectively compare control of hypertension in hemodialysis (HD) patients when extracellular volume (ECV) was assessed and managed by clinical parameters and physical assessment data alone with control of hypertension when data from blood volume monitoring (BVM) technology was also used to assess and manage ECV in a freestanding outpatient hemodialysis unit. The main cause of hypertension in the ESRD population has been identified as increased ECV most likely secondary to increased interdialytic weight gain and failure to attain and maintain patient's dry weight. HD nurses often employ clinical parameters along with physical examination to determine a patient's pre, intra, and post dialytic fluid status and this approach can have a high index of error. BVM technology is being used in many hemodialysis units to assist with assessment of ECV. A comparative retrospective chart review was used to collect data for this project. A descriptive, cross-sectional design was employed to answer the question:"Are hypertensive hemodialysis patients who dialyze in a freestanding dialysis unit, where BVM technology is utilized, more likely to be normotensive as defined by a pre dialysis blood pressure of less than 140/90 and post dialysis blood pressure less than 130/80"? A pilot study was conducted to determine if the patient population and data were available in existing patient records for extrapolation. Approval for the study was obtained from the University IRB. A convenience sample was obtained from the records of patients meeting the inclusion criteria. Variables were measured and analyzed using descriptive statistics such as sampled paired T-test to compare pre and post BVM systolic, diastolic blood pressures, intradialytic weight gain, serum Albumin and sodium levels, and hemoglobin. A p-value of 0.05 was assigned for statistical significance. Data analysis showed there were statisticaly significant differences in the pre dialysis systolic blood pressure, post BVM, and the serum sodium pre and post BVM when the two groups were compared These statistically significant findings support a correlation between reduction in the HD patient's ECV and improved blood pressure control. The reduction of pre-dialysis SBP was significant because many patients on hemodialysis have systolic hypertension that may or may not coexist with diastolic hypertension. The findings of this study may be used to formulate a protocol to be used in the HD units where the BVM is available. The protocol would rely on accurate nursing assessment of clinical parameters, patient verbalizations of symptoms, and the routine use of the BVM in order to continuously assess the patient's fluid status. Future research recommendations include conducting the study in a population closer to the national sample, a study where glucose readings and /or hemoglobin A1C levels are measured to assess the impact of glucose on ECV, and which antihypertensive class of medication works best with BVM technology to effectively manage hypertension in this population.
Show less - Date Issued
- 2011
- Identifier
- CFE0003569, ucf:48927
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003569
- Title
- Site Specific Sinkhole risk assessment in Central Florida using Cone Penetration Testing.
- Creator
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Shamet, Ryan, Nam, Boo Hyun, Chopra, Manoj, Wang, Dingbao, University of Central Florida
- Abstract / Description
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As Florida's population is expanding and greater fluctuations in groundwater levels are being recorded, Central Florida has been experiencing a higher frequency of sinkhole occurrences than ever before in recorded history. Sinkholes in Central Florida are formed by a combination of bedrock weathering and overburden soil erosion due to the groundwater recharge and are a part of Florida's past and future geology. The initial stage of a sinkhole is referred to as soil raveling and is the most...
Show moreAs Florida's population is expanding and greater fluctuations in groundwater levels are being recorded, Central Florida has been experiencing a higher frequency of sinkhole occurrences than ever before in recorded history. Sinkholes in Central Florida are formed by a combination of bedrock weathering and overburden soil erosion due to the groundwater recharge and are a part of Florida's past and future geology. The initial stage of a sinkhole is referred to as soil raveling and is the most effective time to perform soil improvement measures, such as grouting, to mitigate further expansion of a subterranean void. Subsurface exploration tests, commonly implemented by geotechnical engineers for site characterization, have been shown to detect these sinkhole anomalies even when no signs of subsidence are evident on the ground surface. Secondary geophysical testing has also been proven to detect sinkhole raveling anomalies, but at the expense of additional time and money added to the specific project. In this study, current practices in detecting premature sinkholes were expanded upon with a primary focus on Cone Penetrometer testing data (CPT). Cone Penetrometer tests provide valuable high-resolution quantitative information regarding the discrete strength characteristics of relatively loose sandy and clayey subsoil. CPTs are also much quicker and cleaner to perform when compared to other subsurface testing procedures (e.g. Standard penetration tests). Therefore, CPTs were chosen for this study to understand how they can be implemented to assess risk of future sinkhole collapse, or other karst construction concerns, in Central Florida specific soils. By implementing the findings presented in this report, Geotechnical engineers and contractors in central Florida will be able to practically evaluate the size and severity of potential forming sinkhole without the use of additional subsurface geophysical testing. The results of this study hope to eliminate extraneous testing costs, as well as maximize the efficiency of estimating mitigation products and procedures required all while still ensuring a safe design in Central Florida's highly karst areas.
Show less - Date Issued
- 2017
- Identifier
- CFE0006657, ucf:51246
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006657
- Title
- Effects of symbol type on naming and identification of graphic symbols by typically developing three, four, five and six-year olds children.
- Creator
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Resnick, Pamela, Kent-Walsh, Jennifer, Schwartz, Jamie, Zraick, Richard, Bai, Haiyan, University of Central Florida
- Abstract / Description
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Speech-language pathologists and educators face unique challenges in assessing the language skills of children with complex communication needs due to the wide array of impairments with which these individuals present. For example, most receptive language assessment tools require that children either point to or label line drawings to determine whether or not they comprehend the depicted concepts; task demands such as these preclude administering such assessment tools with children who are...
Show moreSpeech-language pathologists and educators face unique challenges in assessing the language skills of children with complex communication needs due to the wide array of impairments with which these individuals present. For example, most receptive language assessment tools require that children either point to or label line drawings to determine whether or not they comprehend the depicted concepts; task demands such as these preclude administering such assessment tools with children who are unable to physically point to or verbally label presented stimuli. In light of these challenges, the use of eye tracking technologies has become particularly appealing since this alternate response mode reduces the behavioral demands associated with standardized assessment procedures. Another challenge clinicians and educators face as they strive to ensure accurate receptive language assessment results with children who have complex communication needs is the type of stimuli utilized in such assessments. When individuals with cognitive delays are presented with stimuli that may not be comprehensible to them, there is a risk of under-estimating language comprehension abilities (Emerson, 2003). Given the documented challenges that individuals with disabilities often have in identifying constructs depicted by the types of line drawings typically included in receptive language assessment tools (e.g., Mirenda (&) Locke, 1989; Mizuko, 1987), there is a critical need to include recognizable stimuli in assessment tools in order to determine this population's true receptive language capabilities. Beyond this potential to improve the validity of receptive language assessments, improvement in assessment practices such as these also have potential positive implications for effective AAC technology selection and AAC treatment planning.The current investigation examined the effect of symbol type (color photograph symbols1 vs. SymbolStix(&)copy;2 color line drawing symbols) on identification and naming of graphic symbols for nouns, verbs and adjectives in typically developing three, four, five and six-year old children. A quasi-experimental design was employed, with counterbalance for experimental stimuli (color photograph symbols1 vs. SymbolStix(&)copy;2 symbols) and task (identification task vs. naming task). Eighty-nine participants completed the identification and naming tasks with both examined symbol types (color photograph symbols1 vs. SymbolStix(&)copy;2 symbols) on two different days. Multivariate Analysis of Variance (MANOVA) was used to examine the effects of symbol type on both accuracy and rate of identification, and on accuracy of naming. Bivariate correlation was completed to determine the relationship between participants' touch and eye identification rates, and to determine the relationship between identification accuracy and eye rate. Mean scores revealed that all participants achieved higher accuracy for the identification and naming tasks with color photograph symbols1, and that participants evidenced faster touch and eye identification rates for the color photograph symbol1 condition. These findings suggest that color photograph symbols1 are more transparent and thus more easily identifiable. Therefore, potential future assessment modifications include the incorporation of color photograph symbols1 as stimuli and eye gaze as a selection option within AAC assessment tools. Overall, results of this study have the potential to change the way speech-language pathologists and educators assess the receptive language skills of children with complex communication needs to yield more accurate assessment results.
Show less - Date Issued
- 2017
- Identifier
- CFE0006909, ucf:51701
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006909
- Title
- The Development and Testing of a Measurement System to Assess Intensive Care Unit Team Performance.
- Creator
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Dietz, Aaron, Salas, Eduardo, Jentsch, Florian, Sims, Valerie, Rosen, Michael, Burke, Shawn, University of Central Florida
- Abstract / Description
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Teamwork is essential for ensuring the quality and safety of healthcare delivery in the intensive care unit (ICU). Complex procedures are conducted with a diverse team of clinicians with unique roles and responsibilities. Information about care plans and goals must also be developed, communicated, and coordinated across multiple disciplines and transferred effectively between shifts and personnel. The intricacies of routine care are compounded during emergency events, which require ICU teams...
Show moreTeamwork is essential for ensuring the quality and safety of healthcare delivery in the intensive care unit (ICU). Complex procedures are conducted with a diverse team of clinicians with unique roles and responsibilities. Information about care plans and goals must also be developed, communicated, and coordinated across multiple disciplines and transferred effectively between shifts and personnel. The intricacies of routine care are compounded during emergency events, which require ICU teams to adapt to rapidly changing patient conditions while facing intense time pressure and conditional stress. Realities such as these emphasize the need for teamwork skills in the ICU. The measurement of teamwork serves a number of different purposes, including routine assessment, directing feedback, and evaluating the impact of improvement initiatives. Yet no behavioral marker system exists in critical care for quantifying teamwork across multiple task types. This study contributes to the state of science and practice in critical care by taking a (1) theory-driven, (2) context-driven, and (3) psychometrically-driven approach to the development of a teamwork measure. The development of the marker system for the current study considered the state of science and practice surrounding teamwork in critical care, the application of behavioral marker systems across the healthcare community, and interviews with front line clinicians. The ICU behavioral marker system covers four core teamwork dimensions especially relevant to critical care teams: Communication, Leadership, Backup and Supportive Behavior, and Team Decision Making, with each dimension subsuming other relevant subdimensions. This study provided an initial assessment of the reliability and validity of the marker system by focusing on a subset of teamwork competencies relevant to subset of team tasks. Two raters scored the performance of 50 teams along six subdimensions during rounds (n=25) and handoffs (n=25). In addition to calculating traditional forms of reliability evidence [intraclass correlations (ICCs) and percent agreement], this study modeled the systematic variance in ratings associated with raters, instances of teamwork, subdimensions, and tasks by applying generalizability (G) theory. G theory was also employed to provide evidence that the marker system adequately distinguishes teamwork competencies targeted for measurement. The marker system differentiated teamwork subdimensions when the data for rounds and handoffs were combined and when the data were examined separately by task (G coefficient greater than 0.80). Additionally, variance associated with instances of teamwork, subdimensions, and their interaction constituted the greatest proportion of variance in scores while variance associated with rater and task effects were minimal. That said, there remained a large percentage of residual error across analyses. Single measures ICCs were fair to good when the data for rounds and handoffs were combined depending on the competency assessed (0.52 to 0.74). The ICCs ranged from fair to good when only examining handoffs (0.47 to 0.69) and fair to excellent when only considering rounds (0.53 to 0.79). Average measures ICCs were always greater than single measures for each analysis, ranging from good to excellent (overall: 0.69 to 0.85, handoffs: 0.64 to 0.81, rounds: 0.70 to 0.89). In general, the percent of overall agreement was substandard, ranging from 0.44 to 0.80 across each task analysis. The percentage of scores within a single point, however, was nearly perfect, ranging from 0.80 to 1.00 for rounds and handoffs, handoffs, and rounds. The confluence of evidence supported the expectation that the marker system differentiates among teamwork subdmensions. Yet different reliability indices suggested varying levels of confidence in rater consistency depending on the teamwork competency that was measured. Because this study applied a psychometric approach, areas for future development and testing to redress these issues were identified. There also is a need to assess the viability of this tool in other research contexts to evaluate its generalizability in places with different norms and organizational policies as well as for different tasks that emphasize different teamwork skills. Further, it is important to increase the number of users able to make assessments through low-cost, easily accessible rater training and guidance materials. Particular emphasis should be given to areas where rater reliability was less than ideal. This would allow future researchers to evaluate team performance, provide developmental feedback, and determine the impact of future teamwork improvement initiatives.
Show less - Date Issued
- 2014
- Identifier
- CFE0005482, ucf:50356
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005482
- Title
- NAEP-Related Visual Arts Assessment in Classroom Applications.
- Creator
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McGann, Debra, Brewer, Thomas, Xu, Lihua, Kaplan, Jeffrey, Olan, Elsie, University of Central Florida
- Abstract / Description
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This action research study investigates classroom visual art assessments and their potential to improve teacher instruction and student learning. In order to examine this topic more thoroughly, a National Assessment of Educational Progress (NAEP)-related classroom assessment was designed and administered to the researcher's Drawing and AP Art History classes. Students were also asked to fill out a questionnaire that asked about their past art experiences and motivation to participate in art...
Show moreThis action research study investigates classroom visual art assessments and their potential to improve teacher instruction and student learning. In order to examine this topic more thoroughly, a National Assessment of Educational Progress (NAEP)-related classroom assessment was designed and administered to the researcher's Drawing and AP Art History classes. Students were also asked to fill out a questionnaire that asked about their past art experiences and motivation to participate in art activities such as creating art work outside of the school setting or attending an art museum. Students observed, described, and analyzed contemporary artwork, and they created and wrote about their own original works of art. The use of contemporary art exemplars led to some of the most interesting findings; namely, that students felt free to create their artwork in a contemporary style that was less about technical elements and more about the meaning they wished to convey. In general, the AP Art History students' written contemporary art criticism scores were significantly higher than the scores of both of the studio drawing classes. Artwork scores of AP Art History, Drawing I, and Drawing II students showed no significant difference. Interestingly, all three groups indicated they were highly motivated to look at works of art, create art in school, and make artwork outside of the school setting. Also noteworthy was the relatively high number of students who indicated that the contemporary artwork they analyzed influenced the mother and child artwork they created. It could be surmised by this study that a NAEP-related assessment is a beneficial method for improving teacher instruction and student learning in visual arts education.
Show less - Date Issued
- 2013
- Identifier
- CFE0005032, ucf:50008
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005032