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Information functions were calculated for the total test (measure) and for each item at various levels of the underlying construct as suggested by Cooke et al. (1999) [ 40].
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Swimming was defined in the program as activity measuring between thresholds 450 and 785, but was not used in analyses as it represented the difference between total test time and measures for immobility, and struggling.
Learning from examples and problems simultaneously did not lead to failure in far-transfer tests; therefore, we used the total test score as a measure of learning achievement.
Two of the four studies [ 36, 38] included that had measured total test score had shown an E-S of up to 0.79.
We identified a large improvement (E-S > 0.79) in EBP when measured as a total test score.
Randomized controlled trials, non-randomized controlled trials and before-after studies showed a small improvement in knowledge, skills, attitudes and behavior following EBP, together with a large improvement in knowledge and skills when measured as a total test score.
The total testing time was measured by a stop-watch to the nearest tenth of a second.
A large improvement in skills and knowledge in EBP is noted when measured together in a total test score.
Total test time correlates highly (r ≥ 0.92) with directly measured maximal oxygen uptake in both men (16) and women (17).
The point-biserial correlation coefficient measures the association between the test item and the total test score [ 25].
Does a standardized test measure this?
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com