WordNet

undergo a test; "She doesnt test well"
any standardized procedure for measuring sensitivity or memory or intelligence or aptitude or personality etc; "the test was standardized on a large sample of students" (同)mental test, mental testing, psychometric test
the act of undergoing testing; "he survived the great test of battle"; "candidates must compete in a trial of skill" (同)trial
the act of testing something; "in the experimental trials the amount of carbon was measured separately"; "he called each flip of the coin a new trial" (同)trial, run
a hard outer covering as of some amoebas and sea urchins
put to the test, as for its quality, or give experimental use to; "This approach has been tried with good results"; "Test this recipe" (同)prove, try, try out, examine, essay
achieve a certain score or rating on a test; "She tested high on the LSAT and was admitted to all the good law schools"
determine the presence or properties of (a substance)
show a certain characteristic when tested; "He tested positive for HIV"
an examination of the characteristics of something; "there are laboratories for commercial testing"; "it involved testing thousands of children for smallpox"
the act of subjecting to experimental test in order to determine how well something works; "they agreed to end the testing of atomic weapons"
tested and proved useful or correct; "a tested method" (同)tried, well-tried
tested and proved to be reliable (同)time-tested, tried, tried and true

PrepTutorEJDIC

(人の能力などの)『試験』,考査,テスト / (物事の)『試験』,検済,試錬,実験《+of+名》 / 化学分析;試薬 / =test match / …‘を'『試験する』,検査する / …‘を'化学分析する / (…の)試験を受ける,試験をする《+for+名》
〈U〉(…の)『成就』(じょうじゅ),達成《+『of』+『名』》 / 〈U〉『業績』,功績,達成されたこと
testis の複数形

Wikipedia preview

出典(authority):フリー百科事典『ウィキペディア（Wikipedia）』「2015/07/13 21:26:25」(JST)

wiki en

[Wiki en表示]

An achievement test is a test of developed skill or knowledge. The most common type of achievement test is a standardized test developed to measure skills and knowledge learned in a given grade level, usually through planned instruction, such as training or classroom instruction.^[1]^[2] Achievement tests are often contrasted with tests that measure aptitude, a more general and stable cognitive trait.

Achievement test scores are often used in an educational system to determine what level of instruction for which a student is prepared. High achievement scores usually indicate a mastery of grade-level material, and the readiness for advanced instruction. Low achievement scores can indicate the need for remediation or repeating a course grade.

Under No Child Left Behind, achievement tests have taken on an additional role of assessing proficiency of students. Proficiency is defined as the amount of grade-appropriate knowledge and skills a student has acquired up to the point of testing. Better teaching practices are expected to increase the amount learned in a school year, and therefore to increase achievement scores, and yield more "proficient" students than before.

When writing achievement test items, writers usually begin with a list of content standards (either written by content specialists or based on state-created content standards) which specify exactly what students are expected to learn in a given school year. The goal of item writers is to create test items that measure the most important skills and knowledge attained in a given grade-level. The number and type of test items written is determined by the grade-level content standards. Content validity is determined by the representativeness of the items included on the final test.

References

^ Hawaii Department of Education. (1999, November 19). Assessment Terminology. Retrieved June 11, 2007, from http://www.k12.hi.us/~atr/evaluation/glossary.htm
^ University of Wisconsin–Stout. (2007, June 11). Glossary. Retrieved June 11, 2007, from http://faculty.uwstout.edu/lawlerm/at101/glossary.shtml

UpToDate Contents

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1. ダウン症および18トリソミーに対するスクリーニングのための、妊娠初期における
combined testおよびintegrated test first trimester combined test and integrated tests for screening for down syndrome and trisomy 18
2. バソプレシンおよびデスモプレシン刺激試験 vasopressin and desmopressin stimulation test
3. コルチコトロピン-放出ホルモン（CRH）刺激試験 corticotropin releasing hormone stimulation test
4. 膵外分泌機能検査 pancreatic exocrine function tests
5. 幼児および小児における視覚の発達および視力評価 visual development and vision assessment in infants and children

English Journal

Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children.

Hyde DC1, Khanum S2, Spelke ES3.Author information 1Brain and Cognitive Development Lab, Department of Psychology, University of Illinois at Urbana-Champaign, United States. Electronic address: dchyde@illinois.edu.2National Institute of Psychology, Quaid-i-Azam University, Islamabad, Pakistan; Laboratory for Developmental Studies, Department of Psychology, Harvard University, United States.3Laboratory for Developmental Studies, Department of Psychology, Harvard University, United States.AbstractRecent research reveals a link between individual differences in mathematics achievement and performance on tasks that activate the approximate number system (ANS): a primitive cognitive system shared by diverse animal species and by humans of all ages. Here we used a brief experimental paradigm to test one causal hypothesis suggested by this relationship: activation of the ANS may enhance children's performance of symbolic arithmetic. Over 2 experiments, children who briefly practiced tasks that engaged primitive approximate numerical quantities performed better on subsequent exact, symbolic arithmetic problems than did children given other tasks involving comparison and manipulation of non-numerical magnitudes (brightness and length). The practice effect appeared specific to mathematics, as no differences between groups were observed on a comparable sentence completion task. These results move beyond correlational research and provide evidence that the exercise of non-symbolic numerical processes can enhance children's performance of symbolic mathematics.
Cognition.Cognition.2014 Apr;131(1):92-107. doi: 10.1016/j.cognition.2013.12.007. Epub 2014 Jan 22.
Recent research reveals a link between individual differences in mathematics achievement and performance on tasks that activate the approximate number system (ANS): a primitive cognitive system shared by diverse animal species and by humans of all ages. Here we used a brief experimental paradigm to
PMID 24462713

Lifestyle intervention for improving school achievement in overweight or obese children and adolescents.

Martin A1, Saunders DH, Shenkin SD, Sproule J.Author information 1Moray House School of Education, Institute for Sport, Physical Education and Health Sciences (SPEHS), University of Edinburgh, Holyrood Road, Edinburgh, UK, EH8 8AQ.AbstractBACKGROUND: The prevalence of overweight and obesity in childhood and adolescence is high. Excessive body fat at a young age is likely to persist into adulthood and is associated with physical and psychosocial co-morbidities, as well as lower cognitive, school and later life achievement. Lifestyle changes, including reduced caloric intake, decreased sedentary behaviour and increased physical activity, are recommended for prevention and treatment of child and adolescent obesity. Evidence suggests that lifestyle interventions can benefit cognitive function and school achievement in children of normal weight. Similar beneficial effects may be seen in overweight or obese children and adolescents.
The Cochrane database of systematic reviews.Cochrane Database Syst Rev.2014 Mar 14;3:CD009728. [Epub ahead of print]
BACKGROUND: The prevalence of overweight and obesity in childhood and adolescence is high. Excessive body fat at a young age is likely to persist into adulthood and is associated with physical and psychosocial co-morbidities, as well as lower cognitive, school and later life achievement. Lifestyle c
PMID 24627300

Amyloid Burden, Neuronal Function, and Cognitive Decline in Middle-Aged Adults at Risk for Alzheimer's Disease.

Okonkwo OC1, Oh JM1, Koscik R2, Jonaitis E2, Cleary CA1, Dowling NM3, Bendlin BB1, Larue A2, Hermann BP3, Barnhart TE4, Murali D4, Rowley HA3, Carlsson CM1, Gallagher CL1, Asthana S1, Sager MA3, Christian BT3, Johnson SC1.Author information 11 Geriatric Research Education and Clinical Center, William S. Middleton Memorial VA Hospital, Madison, Wisconsin.23 Wisconsin Alzheimer's Institute, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin.32 Alzheimer's Disease Research Center, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin.46 Department of Medical Physics, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin.AbstractThe relative influence of amyloid burden, neuronal structure and function, and prior cognitive performance on prospective memory decline among asymptomatic late middle-aged individuals at risk for Alzheimer's disease (AD) is currently unknown. We investigated this using longitudinal cognitive data from 122 middle-aged adults (21 "Decliners" and 101 "Stables") enrolled in the Wisconsin Registry for Alzheimer's Prevention who underwent multimodality neuroimaging [11C-Pittsburgh Compound B (PiB), 18F-fluorodeoxyglucose (FDG), and structural/functional magnetic resonance imaging (fMRI)] 5.7 ± 1.4 years (range = 2.9-8.9) after their baseline cognitive assessment. Covariate-adjusted regression analyses revealed that the only imaging measure that significantly distinguished Decliners from Stables (p = .027) was a Neuronal Function composite derived from FDG and fMRI. In contrast, several cognitive measures, especially those that tap episodic memory, significantly distinguished the groups (p's<.05). Complementary receiver operating characteristic curve analyses identified the Brief Visuospatial Memory Test-Revised (BVMT-R) Total (.82 ± .05, p < .001), the BVMT-R Delayed Recall (.73 ± .06, p = .001), and the Reading subtest from the Wide-Range Achievement Test-III (.72 ± .06, p = .002) as the top three measures that best discriminated the groups. These findings suggest that early memory test performance might serve a more clinically pivotal role in forecasting future cognitive course than is currently presumed. (JINS, 2014, 20, 1-12).
Journal of the International Neuropsychological Society : JINS.J Int Neuropsychol Soc.2014 Mar 12:1-12. [Epub ahead of print]
The relative influence of amyloid burden, neuronal structure and function, and prior cognitive performance on prospective memory decline among asymptomatic late middle-aged individuals at risk for Alzheimer's disease (AD) is currently unknown. We investigated this using longitudinal cognitive data f
PMID 24621494

Japanese Journal

通常教育における教育的評価 : 障害がある子を含めたゆたかな学力保障を目指して (特集通常教育の改革とインクルーシブ教育)

川地亜弥子
障害者問題研究 43(1), 2-9, 2015-05
NAID 40020485040

日本語教員養成のための反転授業の実践と学習者評価 : 「言語と教育」から「社会・文化・地域」まで

篠崎大司
日本語教育方法研究会誌 22(1), 22-23, 2015-03-28
… The number of problems of the achievement test (restriction time for 50 minutes) was increased to 100 questions from 40 questions. …
NAID 110009919148

既存の基礎看護学実習評価表の課題とルーブリックを用いた評価表の提案

岡山加奈,荻あや子,高林範子,山口三重子,荻野哲也,Kannna Okayama,Ayako Ogi,Noriko Takabayashi,Mieko Yamaguchi,Tetsuya Ogino
岡山県立大学保健福祉学部紀要 = BULLETIN OF FACULTY OF HEALTH AND WELFARE SCIENCE, OKAYAMA PREFECTURAL UNIVERSITY 21, 1-7, 2015-03-12
… Inthis study we examined whether the existing evaluation forms for the basic nursing practicum can reliably assess student achievement at multiple times, and selected learning goals that are not adequately evaluated with the current forms. … Using the existing evaluation forms, all students were requested to self-evaluate their achievement just after the basic nursing practicum part I in their first year in November 20XX, and also after the basic nursing practicum part II in their second year in October 20XX+1. …
NAID 120005557155