Synonyms for examinee or Related words with examinee

testee              examiner              eyeball              trainee              ophthalmologic              observer              ophthalmologist              experimenter              fundus              examination              eye              heterophoria              taker              laterality              investigator              palpation              sonographer              observational              exam              examinees              exerciser              ophthalmological              pupillary              radiologist              tomogram              intraoperative              anesthesiologist              patient              anhidrosis              neurologist              eyesight              radiograph              subject              posture              mannequin              subjective              eyes              opthalmological              photographer              sufferer              psychiatrist              wearer              palpitation              opthalmologic              observation              unconscious              dermatologist              optometry              tomographic              microtropia             

Examples of "examinee"
During the Board, the examinee may be asked to draw and explain any of the systems he has learned about during the qualification process. After the Board the examinee is dismissed and evaluated by the members of the board. If the examinee passes the Board, he is then recommended for qualification to the Commanding Officer of the Submarine.
A CCT is very similar to a CAT. Items are administered one at a time to an examinee. After the examinee responds to the item, the computer scores it and determines if the examinee is able to be classified yet. If they are, the test is terminated and the examinee is classified. If not, another item is administered. This process repeats until the examinee is classified or another ending point is satisfied (all items in the bank have been administered, or a maximum test length is reached).
Two learning trials are administered to the examinee
Psychometric analysis comprises the third stage in the test design process. During this stage, the fit of the cognitive model relative to observed examinee responses is evaluated to ascertain the appropriateness of the model to explain test performance. Examinee test item responses are then analyzed and diagnostic skill profiles created highlighting examinee cognitive strengths and weaknesses.
During this stage, statistical pattern recognition is used to identify the attribute combinations that the examinee is likely to possess based on the observed examinee response relative to the expected response patterns derived from the cognitive model.
If the cognitive model is true, then 58 unique item response patterns should be produced by examinees who write these cognitively-based items. A row of 0s is usually added to the E matrix which represents an examinee who has not mastered any attributes. To summarize, if the attribute pattern of the examinee contains the attributes required by the item, then the examinee is expected to answer the item correctly. However, if the examinee's attribute pattern is missing one or more of the cognitive attributes required by the item, the examinee is not expected to answer the item correctly.
The writing sample appears as the final section of the exam. The writing sample is presented in the form of a decision prompt, which provides the examinee with a problem and two criteria for making a decision. The examinee must then write an essay favoring one of the two options over the other. The decision prompt generally does not involve a controversial subject, but rather something mundane about which the examinee likely has no strong bias. While there is no "right" or "wrong" answer to the writing prompt, it is important that the examinee argues for his/her chosen position and also argues against the counter-position.
Family Dispute in Islampur, including a female SSC examinee and 3 others injured
In CAT, items are selected based on the examinee's performance up to a given point in the test. However, the CAT is obviously not able to make any specific estimate of examinee ability when no items have been administered. So some other initial estimate of examinee ability is necessary. If some previous information regarding the examinee is known, it can be used, but often the CAT just assumes that the examinee is of average ability - hence the first item often being of medium difficulty.
The expected examinee response patterns can now be generated using the Q matrix. An expected examinee is conceptualized as a hypothetical examinee who correctly answers items that require cognitive attributes that the examinee has mastered. The expected response matrix (E) is created, using Boolean inclusion, by comparing each row of the attribute pattern matrix (which is the transpose of the Q matrix) to the columns of the Q matrix. The expected response matrix is of order ("j,i"), where "j" is the number of examinees and i is the reduced number of items resulting from the constraints imposed by the hierarchy. The E matrix for the Ratio and Algebra hierarchy is shown below.
Calculation of attribute probabilities begins by presenting the neural network with both the generated expected examinee response patterns from Stage 1, with their associated attribute patterns which is derived from the cognitive model (i.e., the transpose of the Q matrix), until the network learns each association. The result is a set of weight matrices that will be used to calculate the probability that an examinee has mastered a particular cognitive attribute based on their observed response pattern. An attribute probability close to 1 would indicate that the examinee has likely mastered the cognitive attribute, whereas a probability close to 0 would indicate that the examinee has likely not mastered the cognitive attribute.
The values of the HCI range from −1 to +1. Values closer to 1 indicate a good fit between the observed response pattern and the expected examinee response patterns generated from the hierarchy. Conversely, low HCI values indicate a large discrepancy between the observed examinee response patterns and the expected examinee response patterns generated from the hierarchy. HCI values above 0.70 indicate good model-data fit.
The final score is not based solely on the last question the examinee answers (i.e. the level of difficulty of questions reached through the computer adaptive presentation of questions). The algorithm used to build a score is more complicated than that. The examinee can make a mistake and answer incorrectly and the computer will recognize that item as an anomaly. If the examinee misses the first question his score will not necessarily fall in the bottom half of the range.
There are two types of countermeasures: General State (intending to alter the physiological or psychological state of the examinee for the length of the test), and Specific Point (intending to alter the physiological or psychological state of the examinee at specific periods during the examination, either to increase or decrease responses during critical examination periods).
Test scores are interpreted with a norm-referenced or criterion-referenced interpretation, or occasionally both. A norm-referenced interpretation means that the score conveys meaning about the examinee with regards to their standing among other examinees. A criterion-referenced interpretation means that the score conveys information about the examinee with regards a specific subject matter, regardless of other examinees' scores.
“formula_8”. Only after the examinee factors the second expression into the product of the first expression would the calculation of the value of the second expression be apparent. To answer this item correctly, the examinee should have mastered attributes A1, A2, and A3.
where "J" is the total number of items, "X" is examinee "i" ‘s score (i.e., 1 or 0) to item j, S includes items that require the subset of attributes of item "j", and "N" is the total number of comparisons for correctly answered items by examinee "i".
The following hierarchy is an example of a cognitive model task performance for the knowledge and skills in the areas of ratio, factoring, function, and substitution (called the Ratios and Algebra hierarchy). This hierarchy is divergent and composed of nine attributes which are described below. If the cognitive model is assumed to be true, then an examinee who has mastered attribute A3 is assumed to have mastered the attributes below it, namely attributes A1 and A2. Conversely, if an examinee has mastered attribute A2, then it is expected that the examinee has mastered attribute A1 but not A3.
In the example to the right, the examinee mastered attributes A1 and A4 to A6. Three performance levels were selected for reporting attribute mastery: non-mastery (attribute probability value between 0.00 and 0.35), partial mastery (attribute probability value between 0.36 and 0.70), and mastery (attribute probability value between 0.71 and 1.00). The results in the score report reveal that the examinee has clearly mastered four attributes, A1 (basic arithmetic operations), A4 (skills required for substituting values into algebraic expressions), A5 (the skills of mapping a graph of a familiar function with its corresponding function), and A6 (abstract properties of functions). The examinee has not mastered the skills associated with the remaining five attributes.
The CAT algorithm is designed to repeatedly administer items and update the estimate of examinee ability. This will continue until the item pool is exhausted unless a termination criterion is incorporated into the CAT. Often, the test is terminated when the examinee's standard error of measurement falls below a certain user-specified value, hence the statement above that an advantage is that examinee scores will be uniformly precise or "equiprecise." Other termination criteria exist for different purposes of the test, such as if the test is designed only to determine if the examinee should "Pass" or "Fail" the test, rather than obtaining a precise estimate of their ability.