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On April 7, various news outlets revealed news and photos of BIGBANG’s Taeyang and Min Hyo Rin being spotted on a sweet date.
Many fans are happy to hear that their relationship continues to stay strong as they make time to have dates with each other. You’d think you’re in a perfect relationship and look forward to your happily ever after, until the world comes crashing down on you as you watch helplessly. If you’re experiencing an abusive relationship or have experienced one at some point in your life, you’d understand the helplessness of the situation. You feel isolated and all alone, and no one seems to understand the quicksand you’re stuck in.
If someone drains your happiness, makes you feel weak and helpless, or makes you feel miserable for any reason, chances are, you’re being abused by them and you don’t even realize it! There are two kinds of abusive relationships you could experience, emotional abuse and physical abuse. Physical abuse could shatter you from the outside, while emotional abuse would shatter you from within. If you’re living through an abusive relationship where you see no way to escape, don’t give up on hope. The first step to finding the solution, and to find the escape from the abuse is to read the signs for what it is. It’s not easy to recognize the signs of an abusive relationship, especially when you’re madly in love with someone.
On the other hand, a few abusive partners may give you the silent treatment and sulk in a corner and pretend like the fight was entirely your fault. Genevieve Marie Johnson teaches in the Department of Psychology and Sociology and Chair of the Research Ethics Review Committee at Grant MacEwan College, Edmonton, Alberta. Des tests et des examens de pratique en ligne sont mis a la disposition des etudiants effectuant des etudes superieures. Practice tests help students evaluate their learning and focus study effort accordingly (Maki, 1998). Excellence in undergraduate teaching is associated with prompt evaluative feedback to students (Chickering & Gamson, 1999). Online quizzes have been successfully implemented in university-level foreign language learning. While online quizzes may be more convenient than pencil-and-paper quizzes, the issue of relative effect on student achievement is the subject of research interest and speculation. With regard to the learning benefits of online quizzes, research findings have been contradictory and thus inconclusive. While the literature consistently supports the convenience of online quizzes, and there is some evidence of associated learning benefits, many questions remain. Students in four sections (40 students per section) of an undergraduate educational psychology course were encouraged to use optional WebCT quizzes in preparation for in-class examinations. Drawn from instructional support materials provided by the course textbook publisher (Renaud, 2003), one true-false and one short-answer quiz reflected the content of each of 14 textbook chapters. Toward the end of the academic term, students in the four sections of the educational psychology course were invited to participate in the study by allowing their course examination marks and WebCT records to be used for research purposes.
To address the research questions, two student variables were measured: 1) use of optional online quizzes and 2) academic achievement. Given that quizzes were optional and unlimited, quiz marks were not valid measures of student use of these study tools. Student achievement was measured with the multiple choice test items on three proctored in-class midterm examinations and one final examination. Descriptive statistics provide an indication of the extent of student use of the optional online quizzes. As presented in Table 2, it was determined that students made limited use of the optional online quizzes.
Table 3 presents correlations between the number of quizzes that students submitted and the four measures of academic achievement. To further analyze the relationship between use of optional online quizzes and academic achievement, students were categorized on the basis of extent of quiz use. As presented in Table 5, analysis of variance revealed a pattern of achievement associated with levels of student use of true-false online quizzes.
As presented in Table 6, a different pattern emerged from analysis of variance for student use of optional short-answer online quizzes. First, when provided with optional online quizzes, about two-thirds of college students accessed such support for learning.
Second, student use of optional online quizzes was associated with increased academic achievement, although it is not clear if use caused achievement or achievement caused use. Third, different patterns of achievement were associated with different types of optional online quiz item types.
Fourth, the current investigation was constrained by the WebCT Quiz Tool and the optional nature of the online quizzes. Finally, a variety of study strategies are available to undergraduate students (Dembo, 2004); the current investigation focused only on automated optional quizzes in the WebCT environment.
The current investigation explored patterns of student use of optional online quizzes and determined that there is a relationship between such use and academic achievement.
You're both explorinig the dating world for the first time, and figuring out what you like and don't like -- it's normal to hit a road block and part ways. While both of them were seen wearing face masks, the pair did not hide their affection for one another as they happily linked arms and held hands. More often than not, several men experience it silently without ever talking about it with anyone. You could experience some form of abuse from your siblings, parents, kids, your coworkers, your boss or just about anyone else you interact with. Both kinds of abuse are traumatizing, but it hurts the most when you experience them together. But use these 16 devious abusive relationship signs, and the truth will unfold before your eyes.
One of the biggest signs that you’re stepping into the sad world of abusive relationships is the first physical outburst. An abusive partner who hits you or verbally abuses you will always try to make up after a fight. Your partner may use force to end an argument, either by pushing you away, standing really close to you in an intimidating posture or by raising their hand and walking away. The extent of student use of such study tools and the relationship of use to achievement, however, have not been fully investigated.
Nous n’avons pas explore en profondeur jusqu’a quel point les etudiants utilisent des outils d’etude semblables et quelle est la relation entre l’utilisation et la reussite.
Unlike quizzes, practice tests are not included in calculation of grades but, rather, are viewed as study tools (Grabe & Sigler, 2001).

Fritz (2003) reported a study in which university students in Spanish and French classes completed weekly online quizzes using Blackboard. Derouza and Fleming (2003), for example, reported that students who took online practice tests academically outperformed students who took the same tests in pencil-and-paper format; immediate feedback may account for the learning advantage of students who use automated quizzes.
Brothen and Wambach (2001), for example, describe a developmental psychology course in which students had access to computerized quizzes as tools to prepare for proctored examinations. The current investigation sought to: 1) explore patterns of student use of optional online quizzes and 2) determine the relationship of such use to academic achievement.
Throughout the academic term, students were reminded of the availability and potential benefits of these study tools.
That is, students may have taken a quiz prior to studying to determine areas of weakness; other students, given that marks were not recorded, may have submitted a quiz prior to responding to all items. The midterm examinations were not cumulative, and each assessed student knowledge of a relatively limited amount of course material. Pearson Product Moment correlational analysis determined the relationship between student use of optional online quizzes and academic achievement. As student use of optional online quizzes increased, academic achievement tended to increase. Students who did not submit a quiz throughout the academic term were grouped and labelled as no-use.
Student achievement on factual and application in-class examination items was not significantly related to variation in use of optional online true-false quizzes. Such a question can only be answered via true experimental research design (Johnson & Howell, 2005).
Future research may clarify the specific mechanisms that link academic achievement with use of online practice quizzes. Questions remain as to what motivates students to use online quizzes, which question formats tend to best support student learning, and how the use of online practice quizzes fits into the range of effective study methods used by students throughout a course.
There are several people around you who are experiencing an abusive relationship right now. If you’re experiencing even a few of these signs, it’s time to be worried because you’re probably locked in an abusive relationship already. They always pick flaws with what you do, even if everyone else thinks you’re perfectly capable. They do this to embarrass you into submission in front of others, and prevent you from confronting them again in public. It doesn’t matter what the reason is, but if your partner uses bad language, you need to give this a very serious thought. Initially, it may be a quick and sharp pat on the cheek for silly errors and at other times, they would slap you harder to punish you for being stupid or careless. They never give in to your wishes, and even if they do, they may sulk or argue with you until you give in to their bidding. One hundred twelve college students were encouraged to use optional online quizzes in preparation for proctored examinations.
On a encourage cent douze etudiants de l’universite a utiliser les examens facultatifs en ligne en preparation des examens geres.
The research literature, however, does not unanimously support the achievement benefits of quizzes. Indeed, via web site or compact disc, automated practice tests characteristically accompany introductory undergraduate textbooks (for example, refer to McGraw-Hill Higher Education, 2005). Results indicated that online quizzes were viable in foreign language classes and that 10-15 minutes of class time each week became available for instruction rather than quizzes. Further, student attention may increase in response to the interface of online quizzes, which are typically more visually stimulating than pencil-and-paper formats (EdTech, 2005). Their results indicated that “spending more time taking quizzes and taking them more times was related to poorer exam performance” (p. To what extent do students make use of optional online quizzes in preparation for proctored examinations? The short-answer items were scored according to specific criteria entered into the WebCT Quiz Tool. Given that the majority of students submitted at least one quiz during the academic term, access and navigation were not likely concerns. In general, short-answer quiz items related more strongly to measures of student achievement than did true-false items. As presented in Table 4, it was determined that 43 students did not submit a true-false quiz and 31 students did not submit a short-answer quiz. These two cognitive categories of multiple choice in-class examination items had the highest achievement averages (refer to Table 1).
Online short-answer quizzes may have enhanced student learning or, alternatively, high achieving college students may generally capitalize on available study tools. It appears that the majority of students were largely unmotivated to use the online quizzes. When a student submitted a quiz but answered no item or no item correctly, the Grades Tool recorded a score of zero for that student for that quiz. This creates a deep need within you to constantly try to please them by bending over backwards, because you don’t want to upset them. They may even raise their voice or create a scene just to make you feel awkward and submit to their demand. In-class examinations included multiple choice items that assessed four cognitive domains: factual, application, comprehension, and conceptual. For example, Haberyan (2003) provided two sections of General Biology students with weekly in-class quizzes; two equivalent sections did not access quizzes. Additionally, students may be more motivated to take online quizzes rather than pencil-and-paper quizzes because contemporary youth associate digital formats with recreation and leisure (Rotermann, 2001; Statistics Canada, 2004). 293), even though the in-class examinations consisted of items identical to those in the online quizzes. Each midterm examination contained 24 multiple choice items and the final examination contained 80 multiple choice items (36 items assessed previously tested material and 44 items assessed material subsequent to the third midterm examination).
While approximately two-thirds of the students appeared to check out the online quizzes, few appeared to systematically use the optional online quizzes as tools of study. It may be that short-answer quiz items, which required the actual input of words, engaged students in course content at a deeper level than simply checking true or false.
Given that 14 true-false and 14 short-answer quizzes were available, low-use students were defined as those who submitted between one and four quizzes, moderate-use students were those who submitted between five and nine quizzes, and high-use students were those who submitted between 10 and 14 true-false and short-answer quizzes. In-class examination items that students found less challenging were not related to online quiz use.
Thus, while the current investigation has limitations, the results from this study do provide direction for future research. Future research may clarify the reasons that students fail to use online practice quizzes to prepare for in-class examinations.

That is, effective learners capitalize on available study resources which cause increased achievement which causes further commitment to access study tools which causes increased achievement and so on. While the textbook test item bank indicated cognitive domain for multiple choice items, no such categorization was provided for the true-false and short-answer items.
Such a metric of student use of the optional online quizzes provided a reliable index of access but not a valid measure of actual use. A comparison of the effects of practice tests and traditional review on performance and calibration. Using Blackboard 5 to deliver both traditional and multimedia quizzes on-line for foreign language classes.
Instructional immediacy and the seven principles: Strategies for facilitating online courses. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. And most importantly, you crave for their acknowledgement and compliments more than anything else! It’s a physically abusive person’s way of weaning you and breaking you down so you get used to the abuse. Although students rated the quizzes favorably and believed they were helpful in preparing for in-class examination, there were no significant achievement differences across sections.
A possible explanation for this result is that students used the textbook to answer quiz items and erroneously interpreted high quiz scores as indicative of content mastery. Is student use of optional online quizzes influenced by item format (i.e., true-false versus short-answer)? The number of items in each quiz varied from 18 to 36 and students accessed all items, in the same order, every time they opened the quiz in WebCT.
Approximately 77% of the sample was female which is characteristic of the student population in the participating college.
While the midterm and final examinations included case study analyses, due to subjective marking, these items were not included in any metric of student achievement.
However, no significant relationship emerged between number of optional short-answer online quizzes submitted and student achievement as measured by conceptual test items.
Such categorization allowed for comparison of group means on the four measures of academic achievement. As also suggested by patterns of true-false quiz use (presented in Table 5), students who made no-use of optional online short-answer quizzes outperformed students who made low-use of that study tool.
Future research may seek to measure student use in terms of quiz scores or proportion of quiz items attempted, although such approaches are not without compromises. Indeed, recently collected data revealed that student learning style differentially affects achievement under two online study conditions; individual quizzes versus cooperative study groups (Johnson, under-review). Development and adaptations of the seven principles for good practice in undergraduate education. Analysis revealed that student use of online quizzes was associated with increased academic achievement, although it was not clear if quiz use caused achievement or achievement caused quiz use. Une analyse a permis de determiner que l’utilisation par les etudiants des tests en ligne etait liee a une augmentation de la reussite scolaire, bien qu’il ne soit pas clair si l’utilisation des tests est a l’origine de la reussite ou si la reussite mene a l’utilisation de tests.
Kluger and DeNisi (1997) conducted a meta-analysis on feedback interventions, including quizzes, and concluded that such feedback does not always enhance learner performance and may, in some cases, have detrimental effects. Bol and Hacker (2001) assessed graduate student learning in two instructional conditions: practice tests and no practice tests. Grabe and Sigler (2002), on the other hand, provided students with four online study tools: multiple choice practice test items, short answer practice test items, lecture notes, and textbook notes.
All quizzes were available from the first day of the course until completion of the final examination. Completion of true-false quizzes may have facilitated the cognitive processing necessary to answer challenging examination questions; conversely, students with higher-level thinking skills may have gravitated toward the challenges of the true-false online quizzes. Subsequent investigation may more carefully align the cognitive demands of in-class examination items with the cognitive demands of optional online quiz items. Course management software and other technologies to support collaborative learning in nontraditional Pharm.
Short-answer and true-false online quiz items were differentially associated with measures of academic achievement, suggesting that cognitive processing differed across item format. Les questions objectives et les questions vrai ou faux etaient associees differemment a des mesures de la reussite scolaire, ce qui laisse croire que le traitement cognitif est different pour chaque type de question.
Students who used practice tests as study strategies scored significantly lower on the midterm examination in a research methods course than student without access to practice tests. Itoh and Hannon (2002) described a collaborative effort that made online quizzes available to students learning Japanese.
It may be that students who did not use optional online quizzes engaged in other study strategies. While making the quizzes mandatory will likely result in a more accurate indication of actual use, the generalization of such findings may still be limited. The researchers concluded that students used practice tests inappropriately and that “traditional review may be a more effective strategy for enhancing performance and calibration accuracy [estimation of achievement] than practice tests” (p. They suggest that “because of the convenience of online delivery, these quizzes are well suited to the needs of today’s liberal arts students who often participate in many extracurricular activities” (p. Students frequently accessed multiple choice practice test items; no data was provided on the use of short answer questions because “very few students made use of this resource” (p. Correct responses for each type of multiple-choice proctored test item were summed across all examinations. To summarize, student use of optional online quizzes was associated with academic achievement but quiz format differentially related to achievement across cognitive domains. Student who made limited use of optional online quizzes may have been characterized by generally disorganized study behaviour. The result was four objective measures of student academic achievement, that is, four scores that reflected the total number correct on factual, application, comprehension, and conceptual in-class multiple-choice test items.
Perhaps, even moderate-use of online true-false quizzes is related to enhanced student cognitive competencies or, conversely, cognitively competent students submitted more than 4 of 14 optional true-false online quizzes in preparation for in-class examinations. Thus, while popular, practice tests do not necessarily facilitate undergraduate in-class test performance. Table 1 presents a description of these measures of academic achievement for the group of participating college students.

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