Specifically, we used annual survey results from the Kaiser Family Foundation that included copayments for different medication tiers to summarize existing knowledge of tier:copayment relationships, and we use a landmark meta-analysis of cost-sharing studies to understand copayment:adherence relationships [ 20, 21].
One potential solution would be to assign both tiers to a dimension representing "knowledge" and tier 2 to a second dimension for "reasoning".
[Abstract available: www.informaworld.com/smpp/content∼db=all∼content=a912566870] Tsui and Treagust document the development and implementation of a two-tier multiple-choice instrument for diagnosing high school students' knowledge about genetics (tier 1) as well as their explanations of that knowledge ("reasoning," tier 2).
We present a three-tier knowledge management scheme through a systematic planning of actions spanning the transition processes in levels from conceptual exploration to prototype development, experimentation, and product evaluation.
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Findings for LPDI show that tier-2 reasoning items are more difficult than tier-1 knowledge items, across content sub-topics.
In the current findings, the data from the LPDI, which were collected in Asian settings (i.e., Singapore and Korea) showed results consistent with the notion that tier-2 reasoning items would be harder than tier-1 knowledge items.
It will make life harder for those with only mid-tier technical knowledge.
The two tiers in two-tier items act together to uncover students' understanding of core concepts because the student must choose a seemingly "factual" knowledge response for the first tier (Taber and Tan 2011), and then choose for the second tier what reasoning about the concept they used to arrive at the first-tier response.
Two-tier multiple-choice (TTMC) items are used to assess students' knowledge of a scientific concept for tier 1 and their reasoning about this concept for tier 2. But are the knowledge and reasoning involved in these tiers really distinguishable?
