Format selection in machine-scored classroom achievement tests.
Performance on classroom achievement tests should reflect student accomplishment on a targeted set of instructional objectives. One prerequisite for meaningful edumetric assessment is the structuring of each component item in an appropriate format. In a comparative study measuring the effect of item format on student performance, incorrect choices were selected 2.4-fold more frequently on multiple choice items than on their content-identical, multiple true-false derivatives. On similar trials, scores on complex multiple-choice items ranged upward of 20 percent higher than on their content-identical, multiple true-false counterparts. The strengths and weaknesses of various test item formats are discussed and specific recommendations for format selection are made.
Flexibility of Cyber Physical Production Systems (CPPS) has already been widely discussed, but apart from some definitions, only few measures exist. These, however, are required to compare different CPPS regarding their flexibility and the effort necessary to increase flexibility during evolution. This paper presents the application and evaluation of already proposed flexibility and adaptivity metrics for automated Production Systems. The interdependencies among product, process and resource are shown. An AML description is provided for a lab size application example as a basis to demonstrate changes that incorporate flexibility. Such changes are to produce heavier work pieces (WPs), realize different processes and use different resources. At the example of the model in Automation Markup Language (AML), we highlight the interdependencies between product, process and resource, thus showing the strengths and weaknesses of the proposed metric.