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The purpose of this paper is to highlight the steps taken by the library, English faculty and administrative stakeholders to create an information literacy exam for transfer students.

The paper outlines the need for the exam, the student learning outcomes assessed by the exam, the process by which test questions were created and the technology used to create and deliver the exam.

Experiences and suggestions relevant to developing an information literacy exam and a related website portal and tutorials are provided.

The report will have significant value to anyone considering implementing their own original information literacy exam and those seeking advice on test question creation and development.

With a call for increased accountability for student learning across higher education, it is becoming more important for academic libraries to show their value to the greater university community with the use of quantitative data. This paper seeks to describe the development of an information literacy test at the University of Arizona to measure student learning in an online credit course. In order to measure the impact of an online course, a test that was statistically valid, and reliable was created by local librarians.

The methodology involved administering test items to undergraduate students enrolled in an online information literacy course and applying both classical test theory and item response theory models to evaluate the validity and reliability of test items. This study included the longitudinal and cross‐sectional development of test items for pre and post‐testing across different student groups. Over the course of two semesters, 125 items were developed and administered to over 1,400 students.

The creation of test of items and the process of making test items reliable and valid is discussed in detail. Items were checked for construct validity with the use of a national standardized test of information literacy (SAILS). Locally developed items were found to have a higher than average reliability rating.

The process described here offers a method for librarians without a background in assessment to develop their own statistically valid and reliable instrument.

One of the unique features of this research design was the correlation of SAILS items with local items to test for validity. Although SAILS items have been used by many libraries in the past, they have not been used to create new test items. The use of the original SAILS test items is a valuable resource for instruction librarians developing items locally.

This study investigates the effects on end‐of‐the semester evaluations of the instructor resulting from grade inflation by the administration of a different number of mid‐semester tests to four different classes of the first course of accounting. Students in two classes received six mid‐semester examinations, while the other two classes received three. All classes were given a cumulative final examination. Giving six examinations rather than three allows a student to memorize less of the course material before each examination, resulting in higher overall grades. Analysis of the data revealed that students receiving six mid‐semester examinations scored higher than those receiving three. These differences were statistically significant at the 0.1 level. Students’ end‐of‐the semester evaluations of the fairness of grading, quality of the instructor and the quality of the course were consistently more positive in the class that received six mid‐semester examinations. Higher grades did result in higher evaluations. Two of these comparisons were statistically significant at the 0.01 level; the third was significant at the 0.5 level. The benefits of administering six mid‐semester examinations exceeded the additional effort required.

Evaluation of student performance in bibliographic instruction (B.I.) has been, and continues to be, an area of interest to B.I. practitioners. The last 15 years have seen a number of excellent analyses and reviews of evaluation techniques. Many recent articles focus on evaluation methods used within specific B.I. programs.

Environmental behavior studies suggest that knowledge, in addition to other psychological and social factors, can play an important role in consumers’ environmental behavior change. The purpose of this paper is to understand the relationship between knowledge and various psychological factors which encourage consumers’ participation in pro-environmental behaviors. The relationships that link an individual’s attitudes toward science, environmental values, different types of knowledge (i.e. scientific facts, environmental facts, and subjective environmental knowledge), environmental risk perception, and willingness to pay (WTP) for the environment with pro-environmental behavior were examined.

Theoretically guided hypotheses and model were formulated and tested with multiple linear regression models. The study was based on measures and data obtained from the large-sample secondary database of the 2010 General Social Survey (n=2,044).

Results indicated that while attitudes toward science had direct effects on knowledge of scientific facts and knowledge of environmental facts, environmental values showed effects on knowledge of environmental facts and subjective knowledge on environmental issues. The results also indicated that from different types of knowledge, subjective knowledge on environmental issues had effects on both environmental risk perception and WTP for the environment. Knowledge on environmental facts, on the other hand, was able to predict only environmental risk perception. The scientific factual knowledge did not show an effect on mediator of pro-environmental behavior. Also, subjective knowledge indicated indirect effects on pro-environmental behavior through environmental risk perception and WTP for the environment.

Although research on understanding factors influencing pro-environmental behaviors and potential relations to individual knowledge has grown in recent years, there has been very little attempt at distinguishing between different types of knowledge and investigating their potential roles in the context of environmentally relevant behaviors. This study will help understand the functioning of different types of consumer environmental knowledge and their impacts on pro-environmental behaviors more in depth.

The purpose of this paper is to explore the influence of constructivism on assessment approach, where the type of question (true or false, multiple-choice, calculation or essay) is used productively. Although the student’s approach to learning and the teacher’s approach to teaching are concepts that have been widely researched, few studies have explored how the type of assessment (true or false, multiple-choice, calculation or essay questions) and stress would manifest themselves or influence the students’ learning outcome to fulfill Bloom’s taxonomy. Multiple-choice questions have been used for efficient assessment; however, this method has been criticized for encouraging surface learning. And also some students complain of excelling in essay questions and failing in multiple-choice questions. A concern has arisen that changes may be necessary in the type of assessment that is perceived to fulfill Bloom’s taxonomy.

Students’ learning outcomes were measured using true or false, multiple-choice, calculations or essay questions to fulfill Bloom’s taxonomy and the students’ reaction to the test questionnaire. To assess the influence of the type of assessment and the stress level factors of interest, MANOVA was used to identify whether any differences exist and to assess the extent to which these differences are significantly different, both individually and collectively. Second, to assess if the feedback information given to respondents after the mid-semester assessment was effective, the one-way ANOVA procedure was used to test the equality of means and the differences in means of the mid-semester assessment scores and the final assessment scores.

Results revealed that the type of questions (true or false, multiple-choice, calculations or essay) will not significantly affect the learning outcome for each subgroup. The ANOVA results, comparing the mid-semester and final assessments, indicated that there is sufficient evidence means are not equal. Thus, the feedback given to respondents after the mid-semester assessment had a positive impact on the final assessment to actively improve student learning.

This study is restricted to students in a particular university in Ghana, and may not necessarily be applicable universally.

The practical implications of this research is that assessments for learning, and the importance of assessment impact not only on students, but also on teachers and the literature.

This study contributes to the literature by examining how the combination of the type of assessment (true or false, multiple-choice, calculation or essay) and stress contributes to the learning outcome.

China's agricultural production trusteeship is characterized by the organic link between household operation of small-scale peasant economy and agricultural socialized services, which releases agricultural development vitality and promotes agricultural modernization. As one of the agricultural production trusteeship modes, the whole process trusteeship is suitable for the actual situation of China's aging population and labor force transfer. This paper aims to construct an evolutionary game model containing multistakeholder to explore the behavior decisions through numerical simulation and to provide useful suggestions for the formation of a positive and stable trusteeship relationship and the sound development of the whole process trusteeship of agricultural production.

The paper incorporates village committees, service organizations and farmers into the same research framework, selects “guarantee + dividends” as the income distribution method and applies the evolutionary game method to analyze behavioral choices and evolutionary paths of stakeholders. By constructing the expectation function, establishing the replicator dynamic equations and analyzing the tripartite evolutionary stability strategy, the authors explore the factors that affect the stakeholders’ strategy choice and determine asymptotically stable points and stability conditions.

(1) There is a game relationship among village committees, farmers and service organizations in the whole process trusteeship of agricultural production, asymptotically stable points (0,0,1) and (1,1,1) are obtained through calculation. (2) The proportion of stakeholders' strategy choice, the weight of the whole process trusteeship of agricultural production in the performance appraisal of the village committee, the village committee's supervision cost, the village committee's reputation effect and the penalty for false dividends of the service organization will affect the speed at which the curve representing the tripartite relationship approaches two asymptotically stable points.

The countermeasures proposed in the paper have excellent reference value. (1) For areas that have realized the project: Village committees can solve the trusteeship problems exposed in the initial areas and improve farmers' satisfaction with the project. (2) For areas that have not realized the project: Those regions will receive more experience references and enhance their confidence in this project. The limitation of the paper is that it takes the main grain-producing areas in only the three northeastern provinces of China as the research object. The next research object will be extended to the whole country.

This paper propose strategies for realizing the orderly operation of the whole process trusteeship of agricultural production: first, increase the proportion of stakeholders' strategy choices; second, reduce the village committee's supervision cost; third, increase the weight of the whole process trusteeship of agricultural production in the performance appraisal of the village committee; fourth, improve the village committee's reputation effect; fifth, increase the penalty for false dividends of the service organization.

Agricultural production trusteeship is in its initial stage in China. The interest relationships between stakeholders are not yet clear. The paper innovatively applies the evolutionary game method to the research field of the whole process trusteeship of agricultural production. According to conditions in China, based on ensuring the guaranteed income, the paper introduces the dividend income variable and establishes a tripartite game model of village committees, service organization and farmers. The paper provides suggestions for the orderly and healthy development of China's agricultural production trusteeship and provides experience for the operation of other modes of agricultural production trusteeship.

The purpose of this paper is to expose and dispel some outdated dilemmas and straw men that have drawn attention away from debates of substance in social work. The paper presents what Frontline believes to be the substantive dilemmas facing the social work profession, as it looks into the future.

The paper draws on the insights and experiences of the past four years during which Frontline has been innovating in the field of social work education and leadership development.

Building a better social work system requires addressing several important questions, namely, whether social work; first, is a practical or intellectual task; second, is a generic or specialist profession; third, focuses on social or therapeutic change; fourth, requires bureaucrats or change agents; and fifth, involves measuring inspections or measuring outcomes.

The paper sets out the key dilemmas facing the social work profession, which must be debated and addressed in order to build a better social work system.

Misrepresenting the nature of an accident to obtain insurance money for a loss not covered by the insurance policy is definitely unethical and will cause serious harm to insurers. The purpose of this paper is to investigate this issue and examine the impacts of insurance coverage and fraud sizes on the consumer attitudes toward the false representation.

Questionnaire surveys were collected with 210 adults in Taiwan.

Results indicated that insurance coverage affected ethical judgment and perceived fairness, and ethical judgment and perceived fairness related to the false representation. Perceived fairness is related to ethical judgment (the more people feel it is fair to cheat, the higher propensity they have to deem the cheating as ethical).

Concern for claim fraud in the insurance market has dramatically increased over the past few years. However, very little research has examined the impacts of coverage and fraud sizes on such behavior. This paper takes a further step in testing the effects of the two factors on individuals' intentions to commit false representation. The results suggest that coverage does affect the intention to misreport claim amounts.

The main purpose of this chapter is to estimate a model for hedge fund returns that will endogenously generate failure probabilities using panel data where sample attrition due to fund failures is a dominant feature. We use the Lipper (TASS) hedge fund database, which includes all live and defunct hedge funds over the period January 1994 through March 2009, to estimate failure probabilities for hedge funds. Our results show that hedge fund failure prediction can be substantially improved by accounting for selectivity bias caused by censoring in the sample. After controlling for failure risk, we find that capital flow, lockup period, redemption notice period, and fund age are significant factors in explaining hedge fund returns. We also show that for an average hedge fund, failure risk increases substantially with age. Surprisingly, a 5-year-old fund on average has only a 65% survival rate.