Practice Effects

McCabe, David L.; Langer, Karen G.; Cornwell, Melinda A.; Borod, Joan C.; Bender, H. Allison

doi:10.1007/978-3-319-57111-9_1139

Cited by 2 publications

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“…On the other hand, an increase in the MoCA score after one year was previously described in an elderly general population and may be explained by a practice effect [30], which may be defined as a change or improvement that results from practice or repetition of task items or activities [31]. Practice effect may be due to deliberate rehearsal, incidental learning, procedural learning, changes in an examinee's conceptualization of a task, shift in strategy, or increased familiarity with the test-taking environment and/or paradigm (i.e., "test-wiseness") [32], and it represents a source of measurement error. However, it may also be informative, since practice effect is largely absent in patients with Alzheimer's disease and it may predict cognitive outcomes in amnestic mild cognitive impairment [33].…”

Section: Discussionmentioning

confidence: 99%

Trajectories of cognitive performance over five years in a prospective cohort of patients with breast cancer (NEON-BC)

et al. 2021

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To identify trajectories of cognitive performance up to five years since diagnosis and their predictors, in a cohort of patients with breast cancer (BCa). Methods: A total of 464 women with BCa admitted to the Portuguese Institute of Oncology, Porto, during 2012, were evaluated with the Montreal Cognitive Assessment (MoCA) before any treatment, and after one, three and five years. Probable cognitive impairment (PCI) at baseline was defined based on normative age-and education-specific reference values. Mclust was used to define MoCA trajectories. Receiver Operating Characteristic curves were used to assess the predictive accuracy for cognitive trajectories. Results: Two trajectories were identified, one with higher scores and increasing overtime, and the other, including 25.9% of the participants, showing a continuous decline. To further characterize each trajectory, participants were also classified as scoring above or below the median baseline MoCA scores. This resulted in four groups: 1) highest baseline scores, stable overtime (0.0% with PCI); 2) lowest baseline scores (29.5% with PCI); 3) mid-range scores at baseline, increasing overtime (10.5% with PCI); 4) midrange scores at baseline, decreasing overtime (0.0% with PCI). Adding the change in MoCA during the first year to baseline variables significantly increased the accuracy to predict the downward trajectory (area under the curve [AUC] ¼ 0.732 vs. AUC ¼ 0.841, P < 0.001). Conclusion: Four groups of patients with BCa with different cognitive performance trends were identified. The assessment of cognitive performance before treatments and after one year allows for the identification of patients more likely to have cognitive decline in the long term.

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Section: Discussionmentioning

confidence: 99%

Trajectories of cognitive performance over five years in a prospective cohort of patients with breast cancer (NEON-BC)

et al. 2021

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“…Another strategy, that four teachers implemented first, was allowing students to retake a quiz or test if the student was unhappy with her score. However, all four teachers soon found that many students simply would not prepare for the first quiz or exam and just keep retaking it until they were pleased with their score (consider the practice effect; McCabe, Langer, Borod, & Bender, 2011). Furthermore, the teachers found that writing and delivering multiple retakes was time-consuming.…”

Section: Two Analytical Themes Containing Seven Empirical Findingsmentioning

confidence: 99%

An Investigation of Teachers Encouraged to Reform Grading Practices in Secondary Schools

Olsen

Buchanan

2019

American Educational Research Journal

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Despite the ubiquity and complexity of grading, there is limited contemporary research on grading students in schools. There is, however, an outpouring of publications and consultants promoting new approaches. Many eliminate effort and behavior scores, remove the zero, adopt a four-point system, advocate rubrics, or promote their own software packages. To study changes in grading, we collected data in two New York high schools undergoing a year-long professional development program on rethinking grading. We not only used existing literature on grading to frame our study but also relied on institutional theory and teacher identity as frameworks. We found that productive teacher change occurred, but it was partial, tentative, contingent on school-wide support, and not without frustration on the part of teachers.

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Practice Effects

Cited by 2 publications

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Trajectories of cognitive performance over five years in a prospective cohort of patients with breast cancer (NEON-BC)

Trajectories of cognitive performance over five years in a prospective cohort of patients with breast cancer (NEON-BC)

An Investigation of Teachers Encouraged to Reform Grading Practices in Secondary Schools

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