We review the definition of the Full Bayesian Significance Test (FBST), and summarize its main statistical and epistemological characteristics. We review also the Abstract Belief Calculus (ABC) of Darwiche and Ginsberg, and use it to analyze the FBST’s value of evidence. This analysis helps us understand the FBST properties and interpretation. The definition of value of evidence against a sharp hypothesis, in the FBST setup, was motivated by applications of Bayesian statistical reasoning to legal matters where the sharp (...) hypotheses were defendants statements, to be judged according to the Onus Probandi juridical principle. (shrink)

The origins of testing scientific models with statistical techniques go back to 18th century mathematics. However, the modern theory of statistical testing was primarily developed through the work of Sir R.A. Fisher, Jerzy Neyman, and Egon Pearson in the inter-war period. Some of Fisher's papers on testing were published in economics journals (Fisher, 1923, 1935) and exerted a notable influence on the discipline. The development of econometrics and the rise of quantitative economic models in the mid-20th century made statistical (...) class='Hi'>significance testing a commonplace, albeit controversial tool within economics. -/- In the debate about significance testing, methodological controversies intertwine with epistemological issues and sociological developments. Our aim in this chapter is to expound these connections and to show how the use of, and the debate about, significance testing in economics differs from other social sciences, such as psychology. (shrink)

The Full Bayesian Significance Test, FBST, is extensively reviewed. Its test statistic, a genuine Bayesian measure of evidence, is discussed in detail. Its behavior in some problems of statistical inference like testing for independence in contingency tables is discussed.

Abstract: The Pull Bayesian Significance Test (FBST) for precise hy- potheses is applied to a Multivariate Normal Structure (MNS) model. In the FBST we compute the evidence against the precise hypothesis. This evi- dence is the probability of the Highest Relative Surprise Set (HRSS) tangent to the sub-manifold (of the parameter space) that defines the null hypothesis. The MNS model we present appears when testing equivalence conditions for genetic expression measurements, using micro-array technology.

Much forensic inference based upon DNA evidence is made assuming Hardy-Weinberg Equilibrium (HWE) for the genetic loci being used. Several statistical tests to detect and measure deviation from HWE have been devised, and their limitations become more obvious when testing for deviation within multiallelic DNA loci. The most popular methods-Chi-square and Likelihood-ratio tests-are based on asymptotic results and cannot guarantee a good performance in the presence of low frequency genotypes. Since the parameter space dimension increases at a quadratic rate on (...) the number of alleles, some authors suggest applying sequential methods, where the multiallelic case is reformulated as a sequence of “biallelic” tests. However, in this approach it is not obvious how to assess the general evidence of the original hypothesis; nor is it clear how to establish the significance level for its acceptance/rejection. In this work, we introduce a straightforward method for the multiallelic HWE test, which overcomes the aforementioned issues of sequential methods. The core theory for the proposed method is given by the Full Bayesian Significance Test (FBST), an intuitive Bayesian approach which does not assign positive probabilities to zero measure sets when testing sharp hypotheses. We compare FBST performance to Chi-square, Likelihood-ratio and Markov chain tests, in three numerical experiments. The results suggest that FBST is a robust and high performance method for the HWE test, even in the presence of several alleles and small sample sizes. (shrink)

Gene clustering is a useful exploratory technique to group together genes with similar expression levels under distinct cell cycle phases or distinct conditions. It helps the biologist to identify potentially meaningful relationships between genes. In this study, we propose a clustering method based on multivariate normal mixture models, where the number of clusters is predicted via sequential hypothesis tests: at each step, the method considers a mixture model of m components (m = 2 in the first step) and tests if (...) in fact it should be m - 1. If the hypothesis is rejected, m is increased and a new test is carried out. The method continues (increasing m) until the hypothesis is accepted. The theoretical core of the method is the full Bayesian significance test, an intuitive Bayesian approach, which needs no model complexity penalization nor positive probabilities for sharp hypotheses. Numerical experiments were based on a cDNA microarray dataset consisting of expression levels of 205 genes belonging to four functional categories, for 10 distinct strains of Saccharomyces cerevisiae. To analyze the method’s sensitivity to data dimension, we performed principal components analysis on the original dataset and predicted the number of classes using 2 to 10 principal components. Compared to Mclust (model-based clustering), our method shows more consistent results. (shrink)

The unit root problem plays a central role in empirical applications in the time series econometric literature. However, significance tests developed under the frequentist tradition present various conceptual problems that jeopardize the power of these tests, especially for small samples. Bayesian alternatives, although having interesting interpretations and being precisely defined, experience problems due to the fact that that the hypothesis of interest in this case is sharp or precise. The Bayesian significance test used in this article, for (...) the unit root hypothesis, is based solely on the posterior density function, without the need of imposing positive probabilities to sets of zero Lebesgue measure. Furthermore, it is conducted under strict observance of the likelihood principle. It was designed mainly for testing sharp null hypotheses and it is called FBST for Full Bayesian Significance Test. (shrink)

To estimate causal relationships, time series econometricians must be aware of spurious correlation, a problem first mentioned by Yule (1926). To deal with this problem, one can work either with differenced series or multivariate models: VAR (VEC or VECM) models. These models usually include at least one cointegration relation. Although the Bayesian literature on VAR/VEC is quite advanced, Bauwens et al. (1999) highlighted that “the topic of selecting the cointegrating rank has not yet given very useful and convincing results”. The (...) present article applies the Full Bayesian Significance Test (FBST), especially designed to deal with sharp hypotheses, to cointegration rank selection tests in VECM time series models. It shows the FBST implementation using both simulated and available (in the literature) data sets. As illustration, standard non informative priors are used. (shrink)

Statistical tests that detect and measure deviation from the Hardy-Weinberg equilibrium (HWE) have been devised but are limited when testing for deviation at multiallelic DNA loci is attempted. Here we present the full Bayesian significance test (FBST) for the HWE. This test depends neither on asymptotic results nor on the number of possible alleles for the particular locus being evaluated. The FBST is based on the computation of an evidence index in favor of the HWE hypothesis. A (...) great deal of forensic inference based on DNA evidence assumes that the HWE is valid for the genetic loci being used. We applied the FBST to genotypes obtained at several multiallelic short tandem repeat loci during routine parentage testing; the locus Penta E exemplifies those clearly in HWE while others such as D10S1214 and D19S253 do not appear to show this. (shrink)

In this paper, the notion of degree of inconsistency is introduced as a tool to evaluate the sensitivity of the Full Bayesian Significance Test (FBST) value of evidence with respect to changes in the prior or reference density. For that, both the definition of the FBST, a possibilistic approach to hypothesis testing based on Bayesian probability procedures, and the use of bilattice structures, as introduced by Ginsberg and Fitting, in paraconsistent logics, are reviewed. The computational and theoretical advantages (...) of using the proposed degree of inconsistency based sensitivity evaluation as an alternative to traditional statistical power analysis is also discussed. (shrink)

A Bayesian measure of evidence for precise hypotheses is presented. The intention is to give a Bayesian alternative to significance tests or, equivalently, to p-values. In fact, a set is defined in the parameter space and the posterior probability, its credibility, is evaluated. This set is the “Highest Posterior Density Region” that is “tangent” to the set that defines the null hypothesis. Our measure of evidence is the complement of the credibility of the “tangent” region.

The Fully Bayesian Significance Test (FBST) is a coherent Bayesian significance test for sharp hypotheses. This paper explores the FBST as a model selection tool for general mixture models, and gives some computational experiments for Multinomial-Dirichlet-Normal-Wishart models.

Conditional independence tests have received special attention lately in machine learning and computational intelligence related literature as an important indicator of the relationship among the variables used by their models. In the field of probabilistic graphical models, which includes Bayesian network models, conditional independence tests are especially important for the task of learning the probabilistic graphical model structure from data. In this paper, we propose the full Bayesian significance test for tests of conditional independence for discrete datasets. The (...) full Bayesian significance test is a powerful Bayesian test for precise hypothesis, as an alternative to the frequentist’s significance tests (characterized by the calculation of the p-value). (shrink)

During multiple testing, researchers often adjust their alpha level to control the familywise error rate for a statistical inference about a joint union alternative hypothesis (e.g., “H1,1 or H1,2”). However, in some cases, they do not make this inference. Instead, they make separate inferences about each of the individual hypotheses that comprise the joint hypothesis (e.g., H1,1 and H1,2). For example, a researcher might use a Bonferroni correction to adjust their alpha level from the conventional level of 0.050 to 0.025 (...) when testing H1,1 and H1,2, find a significant result for H1,1 (p < 0.025) and not for H1,2 (p > .0.025), and so claim support for H1,1 and not for H1,2. However, these separate individual inferences do not require an alpha adjustment. Only a statistical inference about the union alternative hypothesis “H1,1 or H1,2” requires an alpha adjustment because it is based on “at least one” significant result among the two tests, and so it refers to the familywise error rate. Hence, an inconsistent correction occurs when a researcher corrects their alpha level during multiple testing but does not make an inference about a union alternative hypothesis. In the present article, I discuss this inconsistent correction problem, including its reduction in statistical power for tests of individual hypotheses and its potential causes vis-à-vis error rate confusions and the alpha adjustment ritual. I also provide three illustrations of inconsistent corrections from recent psychology studies. I conclude that inconsistent corrections represent a symptom of statisticism, and I call for a more nuanced inference-based approach to multiple testing corrections. (shrink)

The Full Bayesian Significance Test (FBST) for precise hypotheses is presented, with some applications relevant to reliability theory. The FBST is an alternative to significance tests or, equivalently, to p-ualue.s. In the FBST we compute the evidence of the precise hypothesis. This evidence is the probability of the complement of a credible set "tangent" to the sub-manifold (of the para,rreter space) that defines the null hypothesis. We use the FBST in an application requiring a quality control of (...) used components, based on remaining life statistics. (shrink)

A family of familiar linguistic tests purport to help identify when a term is ambiguous. These tests are philosophically important: a familiar philosophical strategy is to claim that some phenomenon is disunified and its accompanying term is ambiguous. The tests have been used to evaluate disunification proposals about causation, pain, and knowledge, among others. -/- These ambiguity tests, however, have come under fire. It has been alleged that the tests fail for polysemy, a common type of ambiguity, and one that (...) is at issue in philosophically interesting cases. Furthermore, the objection that the tests fail for polysemy is often taken to be an undeniable bit of linguistic data. -/- We argue that this is mistaken. The objection implicitly relies on controversial assumptions about how to account for copredicational sentences, in which a single argument is ascribed prima facie incompatible properties. Furthermore, on several viable theories of copredication, the objection fails. However, our discussion also reveals that even if ambiguity tests are preserved, they may be significantly harder to execute than previously thought. (shrink)

Genetic testing in the workplace is a technology both full of promise and fraught with ethical peril. Though not yet common, it is likely to become increasingly so. We survey the key arguments in favour of such testing, along with the most significant ethical worries. We further propose a set of pragmatic criteria, which, if met, would make it permissible for employers to offer (but not to require) workplace genetic testing.

Scientists often adjust their significance threshold during null hypothesis significance testing in order to take into account multiple testing and multiple comparisons. This alpha adjustment has become particularly relevant in the context of the replication crisis in science. The present article considers the conditions in which this alpha adjustment is appropriate and the conditions in which it is inappropriate. A distinction is drawn between three types of multiple testing: disjunction testing, conjunction testing, and individual testing. It is argued (...) that alpha adjustment is only appropriate in the case of disjunction testing, in which at least one test result must be significant in order to reject the associated joint null hypothesis. Alpha adjustment is inappropriate in the case of conjunction testing, in which all relevant results must be significant in order to reject the joint null hypothesis. Alpha adjustment is also inappropriate in the case of individual testing, in which each individual result must be significant in order to reject each associated individual null hypothesis. The conditions under which each of these three types of multiple testing is warranted are examined. It is concluded that researchers should not automatically assume that alpha adjustment is necessary during multiple testing. Illustrations are provided in relation to joint studywise hypotheses and joint multiway ANOVAwise hypotheses. (shrink)

A credible fear test is an in-depth interview process given to undocumented people of any age arriving at a U.S. port of entry to determine qualification for asylum-seeking. Credible fear tests as a typical immigration procedure demonstrate not only what structural epistemic violence looks like but also how this violence lives in and through the design of asylum policy. Key terms of credible fear tests such as “significant possibility,” “evidence,” “consistency,” and “credibility” can never be neutral in the context (...) of colonial administrative violence. We argue that these terms function as mechanisms of exclusion and demonstrate that the capacity to be violent (i.e. to be an instrument of violence) is built into these tests, ready to be deployed when an administration wants to stop certain people from certain places from entering without regard to their own ongoing occupation of Indigenous lands. Not only are such practices instruments of violence, but the concept of ‘violence’ continues to be organized, defined, and conceived within settler colonial epistemologies so as to exclude these administrative forms of violence deployed against Indigenous peoples and people of color from recognition and nameability. We argue that this is an intentional strategy of colonial power preservation that is functionalized through social processes that remain structurally stable and self-regenerating across historical and political changes. (shrink)

In this paper, we propose the introduction of a neutrosophic chi-square-test for consistency, incorporating neutrosophic statistics. Our aim is to modify the existing chi-square -test for consistency in order to analyze imprecise data. We present a novel test statistic for the neutrosophic chi-square -test for consistency, which accounts for the uncertainties inherent in the data. To evaluate the performance of the proposed test, we compare it with the traditional chi-square -test for consistency based on (...) classical statistics. By conducting a comparative analysis, we assess the efficiency and effectiveness of our proposed neutrosophic chi-square-test for consistency. Furthermore, we illustrate the application of the proposed test through a numerical example, demonstrating how it can be utilized in practical scenarios. Through this implementation, we aim to provide empirical evidence of the improved performance of our proposed test when compared to the traditional chi-square-test for consistency based on classical statistics. We anticipate that the proposed neutrosophic chi-square-test for consistency will outperform its classical counterpart, offering enhanced accuracy and reliability when dealing with imprecise data. This advancement has the potential to contribute significantly to the field of statistical analysis, particularly in situations where data uncertainty and imprecision are prevalent. (shrink)

This proposed study would seek to test for a causal relationship between theory of mind (ToM) and consciousness by conducting a single-variable experiment. Further, the theory proposed to explain this relationship includes that it must exist as a quantum superposition. The independent variable of ToM would be manipulated by randomly assigning participants to two groups. The two groups would represent a higher and lower level of the ToM variable by exposing participants to dramatic material chosen, in the first group, (...) to evoke ToM at a high level; and in the second group, at a lower level. After viewing the material, subjects would receive the Reading the Mind in the Eyes Test (RMET) for theory of mind, demonstrating a higher and lower level of ToM corresponding to which material they viewed. The participants would then complete the Phenomenology of Consciousness Inventory (PCI). The researcher would then compare the scores on the PCI between the two groups, using appropriate statistical tests. If there is a statistically significant difference between the groups, it would suggest that the presence of theory of mind causes the existence of consciousness. (shrink)

SNODENT is a dental diagnostic vocabulary incompletely integrated in SNOMED-CT. Nevertheless, SNODENT could become the de facto standard for dental diagnostic coding. SNODENT's manageable size, the fact that it is administratively self-contained, and relates to a well-understood domain provides valuable opportunities to formulate and test, in controlled experiments, a series of hypothesis concerning diagnostic systems. Of particular interest are questions related to establishing appropriate quality assurance methods for its optimal level of detail in content, its ontological structure, its construction (...) and maintenance. This paper builds on previous–software-based methodologies designed to assess the quality of SNOMED-CT. When applied to SNODENT several deficiencies were uncovered. 9.52% of SNODENT terms point to concepts in SNOMED-CT that have some problem. 18.53% of SNODENT terms point to SNOMED-CT concepts do not have, in SNOMED, the term used by SNODENT. Other findings include the absence of a clear specification of the exact relationship between a term and a termcode in SNODENT and the improper assignment of the same termcode to terms with significantly different meanings. An analysis of the way in which SNODENT is structurally integrated into SNOMED resulted in the generation of 1081 new termcodes reflecting entities not present in the SNOMED tables but required by SNOMED's own description logic based classification principles. Our results show that SNODENT requires considerable enhancements in content, quality of coding, quality of ontological structure and the manner in which it is integrated and aligned with SNOMED. We believe that methods for the analysis of the quality of diagnostic coding systems must be developed and employed if such systems are to be used effectively in both clinical practice and clinical research. (shrink)

Ex Machina is a 2014 science-fiction film written and directed by Alex Garland, centered around the creation of a human-like artificial intelligence (AI) named Ava. The plot focuses on testing Ava for consciousness by offering a unique reinterpretation of the Turing Test. The film offers an excellent thought experiment demonstrating the consequences of various approaches to a potentially conscious AI. In this paper, I will argue that intelligence testing has significant epistemological shortcomings that necessitate an ethical approach not reliant (...) on ontological commitments. As such, we should be prepared to treat AI as though it is a living being that is deserving of corresponding moral obligations. For a sufficiently human-like AI, such as Ava, I will argue that socio-relational ethics is the best starting point in order to nurture the machine towards ethical proclivities, as evident by the consequences of the characters’ behavior throughout the film. I conclude that intelligence testing is an insufficient determinant of machine ethics, that the project of machine ethics should focus as much on how we treat AI as how AI treats us, and that from a consequentialist perspective it is better to treat machines ethically before they gain consciousness rather than after. (shrink)

The relative contributions of gender, test anxiety and test items scrambling on performance in Mathematics has been widely assessed, although there is an inconclusive argument regarding the magnitude of such effects. This study was designed to contribute to this debate, while also being the first study to evaluate the interactive effects of the three dimensions of test anxiety (worry, emotion and total) on performance in Mathematics. A systematic random sample of 1,358 SS3 students participated in a quasi-experiment. (...) Data were obtained using the Test Anxiety Scale (TAI) (Spielberger, 1980) and a Mathematics Achievement Test (MAT) developed by Etuk (2019). Findings indicated that there was no significant gender difference on performance; tests anxiety and items scrambling had significant effects on performance in Mathematics respectively; low students' performance in Mathematics was associated with high test anxiety and test items arrangement from complex to simple; there was a significant interaction of test anxiety worry, emotion and total on performance in Mathematics. It was concluded that gender does not play a significant role in the performance of students in mathematics. Test anxiety in terms of worry, emotion and total affect the performance of students in Mathematics. Based on the conclusions, relevant implications are discussed. (shrink)

This study assessed the mode of test administration, birth variables, and students’ academic performance in Mathematics in Obubra Local Government Area of Cross River State, Nigeria. The study was guided by three null hypotheses following a quasi- experimental research design. Simple random and purposive sampling techniques were employed in selecting a sample of 250 respondents from a population of 5,792 students. Birth Order Checklist (BOC) and Mathematics Achievement Test (MAT) were used for data collection. The experimental group was (...) assigned to take a Computer-Based Test (CBT) while the control group took a Paper-Pencil Test (PPT) in mathematics. The null hypotheses were tested at .05 alpha level using two-way analysis of variance. Major findings revealed that, the interactive effects of gender and mode of test administration on the academic performance of students is non- significant [F(1,249)=0.028, p>.05, partial η2=.000]; the interactive effects of gender and birth order on the academic performance of students was not statistically significant [F(3,249)=0.782, p>.05, partial η2=.010]; the interactive effect of gender and birth order on the academic performance of students in mathematics is statistically significant [F(3,249)=2.854, p<.05, partial η2 =.034]. Based on these findings conclusions and recommendations were made for improved academic performance and school system effectiveness. (shrink)

This study assessed the administration of punishment, students’ test anxiety, and performance in mathematics in secondary schools of Cross River State. Three null hypotheses were formulated following a correlational research design. Proportionate stratified random sampling technique was employed in selecting a sample of 2,554 respondents representing 5% of the population of 51,097 junior secondary school students distributed across 271 public secondary schools in Cross River State. Administration of Punishment Questionnaire (APQ) designed by the researchers, Test Anxiety Inventory (TAI) (...) developed by Dawood et al., (2016), and Mathematics Achievement Test (MAT) designed by Owan (2012), were used as instruments for data collection. The null hypotheses were tested using one-way MANOVA), Pearson Product Moment Correlation, and Multiple regression analyses with the aid of SPSS v23. Findings revealed amongst others that administration of punishment has a significant influence on students’ test anxiety and performance in mathematics F (6, 5098) = 24.149, p<.05; Wilk’s Λ = 0.945, partial η2 = .028 on a joint basis; administration of punishment has a significant influence respectively on students’ test anxiety F (3, 2550) = 22.697, p<.0005, partial η2 =.026 and performance in mathematics F (3, 2550) = 23.090, P<.0005, partial η2 =.026; there is an inverse significant relationship (r= -339, p<0.05) between students’ tests anxiety and performance in mathematics. It was recommended that the use of corporal punishment should be totally abolished on strict grounds that it hurts the psychological disposition of learners resulting in a dip in their performance consequently. (shrink)

The rationale of this study was to examine the interactive effect of gender, test anxiety, and test items sequencing on the academic performance in mathematics among SS3 students in Calabar Education Zone, Cross River State. Two formulated null hypotheses directed the study. The study adopted the quasi-experimental design. Simple random sampling technique was used in drawing a sample of 474 students from a population of 8,549 SS3 students. A Mathematics Achievement Test (MAT) and a Test Anxiety (...) Scale (TAS) were used primarily as the instruments for data collection. The reliability coefficient obtained for both instruments were .88 and .82 respectively. The data collected were analyzed using descriptive statistics such as mean and standard deviation, while the null hypotheses were tested respectively, using Pearson product-moment Correlation, and Analysis of Covariance where applicable. Findings indicated that test anxiety contributes negatively to academic performance in Mathematics; there is a significant interaction effect between item sequencing and gender on academic performance; between item sequencing and test anxiety on academic performance; and between gender and test anxiety on academic performance in Mathematics respectively; The findings also showed that Based on these findings conclusion and recommendations were made. (shrink)

Testing is one of the core educational assessment practices in higher education for performance appraisal, placement and decision-making. Testing in education is also used to assess students’ level of understanding, knowledge and skills possessed after completing a course or a programme. Based on significant importance, it is very glaring that different higher institutions of learning and beyond are using this valuable tool for grading students’ performance. It.

The Defining Issues Test (DIT) has been widely used in psychological experiments to assess one’s developmental level of moral reasoning in terms of postconventional reasoning. However, there have been concerns regarding whether the tool is biased across people with different genders and political and religious views. To address the limitations, in the present study, I tested the validity of the brief version of the test, that is, the behavioral DIT, in terms of the measurement invariance and differential item (...) functioning (DIF). I could not find any significant non-invariance at the test level or any item demonstrating practically significant DIF at the item level. The findings indicate that neither the test nor any of its items showed a significant bias toward any particular group. As a result, the collected validity evidence supports the use of test scores across different groups, enabling researchers who intend to examine participants’ moral reasoning development across heterogeneous groups to draw conclusions based on the scores. (shrink)

This paper presents an impact evaluation of the policies for teacher education programs within the framework of the National Development Plan 2014-2018. The programs were compelled to obtain high-quality accreditation, increase the credits in school practices, and the English level, among other requirements. Relying on multivariable regression, it shows that, for the year 2021, there is no association between high-quality accreditation in most modules of the Saber Pro tests, or it is negative in the global score and quantitative reasoning. In (...) a second step, using Differences–in–Differences, it evidences how the changes made by the programs had positive effects on the performance of students compared to other professional programs. The results show significant improvement in most modules of the Saber Pro test, except for the English module. The effects were homogeneous by characteristics of the students and institutions, but heterogeneous by area of knowledge, indicating that the effect is mainly due to the curricular changes of the programs. (shrink)

The “received wisdom” in contemporary analytic philosophy is that intuition talk is a fairly recent phenomenon, dating back to the 1960s. In this paper, we set out to test two interpretations of this “received wisdom.” The first is that intuition talk is just talk, without any methodological significance. The second is that intuition talk is methodologically significant; it shows that analytic philosophers appeal to intuition. We present empirical and contextual evidence, systematically mined from the JSTOR corpus and HathiTrust’s (...) Digital Library, which provide some empirical support for the second rather than the first hypothesis. Our data also suggest that appealing to intuition is a much older philosophical methodology than the “received wisdom” alleges. We then discuss the implications of our findings for the contemporary debate over philosophical methodology. (shrink)

The purpose of this study was to investigate the relationships between the students’ self-efficacy, test anxiety and performance on Mathematics of Saint Joseph College, Junior High School Department for SY 2019- 2020. The respondents of the study were randomly chosen junior high school students. Descriptive correlational method of research was used. The data gathered were statistically treated using the Excel and IBM SPSS programs, which summarize the percentage scores, weighted means, correlation coefficients, independent t-test values, and corresponding p-values (...) of relevant statistical tools. Findings indicated that, at average, the students were not confident on their mathematical self-efficacy, moderately anxious on their mathematical test anxiety and satisfactory on their mathematical performance. More findings showed that the following variables have significant relationships: mathematical anxiety and mathematical self–efficacy; mathematical self-efficacy and mathematical performance; and mathematical test anxiety and mathematical performance. The higher the self-efficacy level, the lower the degree of testanxiety; the higher the self-efficacy, the better the mathematics performance; and the lower the test-anxiety, the better the performance. The study recommends regular conduct of diagnostic tests on mathematical self-efficacy and test anxiety and design programs to address the enhancement of learners’ mathematical self-efficacy and reduce their mathematical test anxiety. The researcher recommends Mathematics Learning Development Program (MLDP) as the output of the study. (shrink)

We evaluated the reliability, validity, and differential item functioning (DIF) of a shorter version of the Defining Issues Test-1 (DIT-1), the behavioral DIT (bDIT), measuring the development of moral reasoning. 353 college students (81 males, 271 females, 1 not reported; age M = 18.64 years, SD = 1.20 years) who were taking introductory psychology classes at a public University in a suburb area in the Southern United States participated in the present study. First, we examined the reliability of the (...) bDIT using Cronbach’s α and its concurrent validity with the original DIT-1 using disattenuated correlation. Second, we compared the test duration between the two measures. Third, we tested the DIF of each question between males and females. Findings reported that first, the bDIT showed acceptable reliability and good concurrent validity. Second, the test duration could be significantly shortened by employing the bDIT. Third, DIF results indicated that the bDIT items did not favour any gender. Practical implications of the present study based on the reported findings are discussed. (shrink)

This paper questions the adequacy of the explicit cancellability test for conversational implicature as it is commonly understood. The standard way of understanding this test relies on two assumptions: first, that that one can test whether a certain content is conversationally implicated, by checking whether that content is cancellable, and second, that a cancellation is successful only if it results in a felicitous utterance. While I accept the first of these assumptions, I reject the second one. I (...) argue that a cancellation can succeed even if it results in an infelicitous utterance, and that unless we take this possibility into account we run the risk of misdiagnosing philosophically significant cases. (shrink)

Objectives: The study determined the competencies of teachers and performance of learners in 2017-2018 National Achievement Test. It identified the influence of teachers’ competencies on performance of learners. Methods: It employed descriptive-correlational and explanatory designs and it involved three divisions in Northern Mindanao region, Philippines. Findings: The Grade 10 and 6 teachers have possessed very satisfactory competencies across areas, while the Grade 10 and Grade 6 learners had a low mastery and very low mastery, respectively. Furthermore, there was no (...) significant relationship between the competencies of teachers and the performance of learners, while their competencies did not significantly influence the performance of learners. Conclusion: Teachers were deemed competent in all areas and learners had not acquired most of the competency standards of the curricula. Hence, no matter how competent teachers are, this would not contribute significantly to improving the performance of learners in the National Achievement Test. Thus, competencies of teachers cannot determine the performance of learners. (shrink)

The focal point of this chapter is to discuss the concept of computer regulated testing and its implications in an era of Severe Acute Respiratory Syndrome (SARS) related infection pandemics. This is especially significant because during the outbreak of most SARS-related diseases (like the COVID-19), social and physical distancing is advocated by the government of different nations. SARS-related diseases are caused by a virus known as the coronavirus which affects the respiration of infected persons or animals. These diseases can be (...) spread through air if droplets from an infected get to a non-tainted individual. (shrink)

This article begins with the claim that the Formula of Universal Law, interpreted as a test of the deontic status of actions, can't be made to work. If not, then one might wonder whether what other work it might do in the overall economy of Kant's ethics. I defend what I call the "formal constraint" interpretation of FUL, explaining how it can figure in a defense of the Formula of Humanity, and its psychological significance in moral thinking.

Many psychologists have tried to reveal the formation and processing of moral judgments by using a variety of empirical methods: behavioral data, tests of statistical significance, and brain imaging. Meanwhile, some scholars maintain that the new empirical findings of the ways we make moral judgments question the trustworthiness and authority of many intuitive ethical responses. The aim of this special issue is to encourage scholars to rethink how, if at all, it is possible to draw any normative conclusions by (...) discovering the psychological processes underlying moral judgments. (shrink)

Memory Detection Tests (MDTs) are a general class of psychophysiological tests that can be used to determine whether someone remembers a particular fact or datum. The P300 MDT is a type of MDT that relies on a presumed correlation between the presence of a detectable neural signal (the P300 “brainwave”) in a test subject, and the recognition of those facts in the subject’s mind. As such, the P300 MDT belongs to a class of brain-based forensic technologies which have proved (...) popular and controversial in recent years. With such tests increasingly being proffered for use in the courtroom — to either support or call into question testimony — it would behoove the legal system to have some systematic framework for ensuring that they are used responsibly. In this paper, I defend one such framework for ensuring that this is the case: the legitimacy enhancing test. According to this test, it is appropriate to make use of technologies such as the P300 MDT whenever doing so would (probably) enhance the legitimacy of the trial. I argue that this test addresses tensions between scientific and legal norms of evidence, and exhibits a number of additional virtues including unification, simplicity and flexibility. Although the test is defended by considering the example of the P300 MDT, its significance is much broader than that. If it has the virtues I claim for it, it should provide a general framework for the responsible use of technologies, and the responsible innovation of social epistemic systems. (shrink)

Assessment of students’ attitudes towards test-taking in secondary schools in Afikpo Education Zone of Ebonyi State, Nigeria was the main thrust of this study. The study was guided by four null hypotheses in line with the ex-post facto research design. Proportionate stratified random sampling technique was employed in selecting a sample 1,276 respondents from a population of 12,763 students distributed across 43 public and 71 private secondary schools in the study area. Students’ Attitudes Towards Test-Taking Questionnaire (SATTQ) with (...) Cronbach's alpha reliability coefficient of .893 was used for data collection. The null hypotheses were all tested at .05 level of significance using population t-test and independent t-test statistical methods. Emerging findings showed that the level of students’ attitudes towards test-taking as an academic activity in secondary schools is significantly high. It was also shown that males students, students in urban and private schools significantly differ in their attitudes towards test-taking as an academic activity, from female students and students in rural and public secondary schools. Based on these findings, it was recommended, amongst others, that all students irrespective of gender, school type and school location should be properly counselled by both teachers and professional counsellors to develop positive attitudes towards taking tests in schools. Keywords:. (shrink)

The University of Tehran English Proficiency Test (UTEPT) is a high-stakes entrance examination taken by more than 10,000 master’s degree holders annually. The examinees’ scores have a significant influence on the final decisions concerning admission to the University of Tehran Ph.D. programs. As a test validation investigation, the present study, which is a bias detection research in nature, utilized multistep logistic regression (LR) procedure to examine the presence of gender differential item functioning (DIF) in the UTEPT with a (...) sample of 6,555 examinees who took the test in November 2006. Specifically, the LR DIF two-degree of freedom Chi-squared test of significance was employed to test the significance of DIF. Following what has been recently suggested in the literature, the test of significance for DIF was accompanied by a measure of magnitude, namely the R-squared effect size for LR DIF, for the interpretation of which the two widely accepted classification schemes were used comparatively. The results reveal that 39 of the 100 items in the test display significant gender differences. However, these group differences are viewed as “negligible” based on both of the schemes. Accordingly, it could be argued that the UTEPT is a gender DIF-free test, though the Reading Comprehension section of the test remains in need of further analysis as it seems that the general trend of DIF indices at the item level may hint at an inclination towards males. (shrink)

A structural equation modelling approach was used to analyse 32 factors affecting students’ attitudes towards test-taking in secondary schools. Data for the study were obtained from a sample of 1,276 students using the proportionate stratified random sampling technique. The instrument used for data collection was a Rating Scale on Factors Affecting Students’ Attitudes Towards Test-Taking (RSFASATTT). Findings of the study revealed a total of 21 factors that significantly affect students’ attitudes towards test-taking in secondary schools. Out of (...) these significant factors, 14 had a positive effect while 7 factors negatively affected students’ attitudes towards test-taking. However, 11 factors were not significant predictors of students’ attitudes towards test-taking. Based on these findings, it was concluded that students’ attitudes towards test-taking are affected by several factors. These factors are either traceable to the students’ emotions, their family background, or the school environment. Based on this conclusion, recommendations and policy implications were made. (shrink)

This article explores the Nuffield Council on Bioethics’ recent report about non-invasive prenatal testing. Given that such testing is likely to become the norm, it is important to question whether there should be some ethical parameters regarding its use. The article engages with the viewpoints of Jeff McMahan, Julian Savulescu, Stephen Wilkinson and other commentators on prenatal ethics. The authors argue that there are a variety of moral considerations that legitimately play a significant role with regard to (prospective) parental decision-making (...) in the context of NIPT, for example, views on the morality of abortion and understandings of the impact of disability on quality of life. The variable nature of such considerations, both singularly and combined, suggests that any approach to NIPT should be sensitive to and understanding of similarly variable parental assessments and decisions. The implications of the approach developed for current and future policies in this area are explored, along with the impact of such arguments on ideas about procreative beneficence. (shrink)

The high rate of mathematics education students‟ academic performance in universities has become unbearable. In an attempt to proffer solution to this menace, this study assessed Poll Everywhere eLearning platform, test anxiety, and undergraduates‟ academic performance in Mathematics in Cross River State, Nigeria. The study adopted a quasi-experimental research one control group and one treatment group. The population of this study comprised all the fulltime regular undergraduates offering Education Mathematics in the Department of Science Education, University of Calabar, Calabar, (...) Nigeria. Accidental sampling technique was adopted in selecting a sample of 328 undergraduates who are owners of smartphones from the population. Test-Anxiety Inventory and Mathematics Achievement Test (MAT) were used as data collection instruments. The null hypotheses were tested using independent t-tests and simple linear regression. Findings revealed that Poll Everywhere eLearning platform has a significant effect on students‟ test anxiety and academic performance in Mathematics respectively; there is a moderate negative and significant relationship between students‟ test anxiety and their academic performance in Mathematics. Based on the findings of this study, it was concluded that Poll Everywhere eLearning platform could be used for the effective teaching and examination of learners in Mathematics and other science-related disciplines. This can be done through the design and integration of course modules to the Poll Everywhere online platform. (shrink)

In an attempt to curtail examination malpractice, the Joint Admission and Matriculation Board (JAMB) has been generating different paper types with a different order of test items in the Unified Tertiary Matriculation Examination (UTME). However, the permutation of test items may compromise students’ performance unintentionally because constructive suggestions in theory and practice recommend that test items be sequenced in ascending order of difficulty. This study used data collected from a random sample of 1,226 SSIII students to ascertain (...) whether the permutation of test items has any effect on the performance of students in two different subjects (Use of English and Mathematics). The study adopted the Equivalent Groups Quasi-Experimental Research Design with three independent groups. Findings emerged, amongst others, that there is a significant difference in the performance scores of prospective university students' in use of English and Mathematics examintaions arranged in three different orders (ED, DE, R). There are no significant gender differences in the performance of students in Use of English and Mathematics based on test item permutation. However female students perform better than male students when test items are arranged in ascending order of difficulty while males perform better when test items are arranged in descending order of difficulty. It was concluded that the permutation of test items in UTME examination tends to affect the performance of students in Use of English and Mathematics. This finding has implications for the future conduct of UTME examinations and enrolment into higher education as the randomization of UTME test items changes the difficulty order of different paper types. It was recommended that other measures of curtailing examination malpractices that would not affect students’ academic performance should be adopted. (shrink)

The present study examines how online instruction during the COVID pandemic impacted learning and performs a partial replication of a study by Hahn et al. (2012), which compared students’ testing outcomes of the Major Field Test in Business (MFTB) and the Comprehensive Business Exam (CBE). Our results find that online instruction during the 2020-2021 pandemic isolation period had no significant impact on pre- and post-COVID testing outcomes for either exam. It was further found that the question set employed by (...) the CBE exam appears to have changed from the pre- to the post-COVID testing timeframes, making this exam questionable for assurance of learning purposes when compared to prior year results. (shrink)

This article investigates the ability of mental incapacity tests to account for problems of control, through a study of the approach to alcohol dependence and a comparison with the approach to anorexia nervosa, in England and Wales. The focus is on two areas of law where questions of legal and mental capacity arise for people who are alcohol dependent: decisions about treatment for alcohol dependence and diminished responsibility for a killing. The mental incapacity tests used in these legal contexts are (...) importantly different—one involves a ‘cognitive’ test, while the other includes an explicit impaired-control limb—and the comparison provides insight into a longstanding debate about the virtues of one type of test over the other. It is shown that both kinds of test can take control problems into account, but also that both can be interpreted in narrow and wide ways that significantly influence the outcome of the assessment. It is therefore argued that to a large extent, it is not the kind of mental incapacity test that matters, but how the test is interpreted. It is further proposed that value judgements are playing an unrecognised and inappropriate role in shaping this interpretation. This raises concerns about the current approach to assessing the impact of alcohol dependency on the capacity to make decisions about alcohol use or treatment, as well as broader concerns about flexibility within incapacity tests. (shrink)

Due to the unprecedented COVID-19 incident, basic education institutions have faced different challenges in their teaching-learning activities. Particularly conducting assessments remotely during COVID-19 has posed extraordinary challenges for basic education institutions owing to lack of preparation superimposed with the inherent problems of remote assessment. Descriptive-evaluation research was employed since the present study attempts to examines the assessment practices and competences on remote learning assessment of teachers in Graceville National High School. For the study, questionnaires were prepared and data nine (9) (...) senior high school teachers and forty-two (42) junior high school teachers were collected and analyzed. The gathered data from this study were subjected to the descriptive and inferential statistics. The data revealed that the most frequent number of the teacher- respondents in the study was 36 - 40 years old at age, female, Technology Livelihood Education (TLE) major, 6 - 10 years in service in Department of Education, and bachelor's degree holders. More so, the teacher respondents' level of teacher competencies on remote learning assessment was observed high competent. In addition, level of assessment practices in terms of clarity of assessment, time and effort on task, quality of feedback, motivational belief and self-esteem to learners, self-assessment and reflection of learning of the learners, and assessment - content and process in adapting teaching to students needs was mostly practice. However, it was completely practicing the interaction and dialogue about learning progress. The results confirmed that there was a significant difference on the teacher respondents' level of competence on the remote learning assessment when group according to their age, gender, areas of specialization, and training attended. On the other hands, teacher year of teaching and educational attainment revealed it has no significant difference on their level of competence on the remote learning assessment. Looking forward, that age, gender, year of teaching, areas of specialization, educational attainment, and training attended significantly differs to the level of assessment practices of the teachers. It also observed that the teachers experiencing highly challenges encountered on the remote learning assessment. It is recommended to implement the proposed school-based testing reforms and should be monitored and evaluated for the optimum advantage of the school and community. (shrink)

The need to understand statistics in conducting research is very important, especially when working on quantitative data. The significance level is a very important concept that needs to be fully understood, particularly in hypothesis testing. Collado (2015) found out that graduate students have a fair level of understanding of the concepts of significance level; thus she constructed an e-module on the said topic designed for use by graduate students. The e-module was used in conducting true experimental design particularly (...) a randomized pretest-posttest control group design with two classes of graduate Statistics to compare instructions with e-module and without e-module. The class with e-module was only given a brief discussion on the interventions, while the group with e-module was taught with pure lecture method. The students taught with e-module obtained relatively higher scores than the students taught without the e-module only in one cluster of the lesson. After controlling the initial differences in scores, there was no significant difference in the mean scores of graduate students who differ in sex and intervention revealing further that e-module can be a substitute for the lecture method. This implies that e -module could reinforce graduate students’ independent learning and could help them cope with the lessons missed in class. E-module can also be taught in combination with traditional methods to better improve the understanding of the level of significance. (shrink)

Frankfurt cases are purported counterexamples to the Principle of Alternative Possibilities, which implies that we are not morally responsible for unavoidable actions. A major permutation of the counterexample strategy features buffered alternatives; this permutation is designed to overcome an influential defense of the Principle of Alternative Possibilities. Here we defend the buffering strategy against two recent objections, both of which stress the timing of an agent’s decision. We argue that attributions of moral responsibility aren’t time-sensitive in the way the objectors (...) suppose. We then turn to the crucial question of when an action is relevantly avoidable—when, in the parlance of the literature, an alternative possibility is robust. We call attention to two plausible tests for robustness that merit further consideration, showing that the agents in buffered Frankfurt cases don’t pass these tests, despite being morally responsible for their actions. (shrink)