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In contrast with 'black box' impact evaluation approaches, which only report mean differences in outcomes between treatment and comparison groups, theory-based impact evaluation involves mapping out the causal chain from inputs to outcomes and impact and testing the underlying assumptions.
Test coverage refers to the percentage of software requirements that are tested by black-box testing for a system or application. [7] This is in contrast with code coverage, which examines the inner workings of a program and measures the degree to which the source code of a program is executed when a test suite is run. [8]
Free recall is one of the most commonly used recall tests. In free recall tests participants are asked to study a list of words and then are asked to recall the words in whatever order they choose to recall them in. The words the participants are to recall are typically presented one at a time and for a short duration.
The social constructivist conception of black boxing doesn't delineate the physical components hidden inside an apparent whole; rather, what is black-boxed are associations, various actors from which the box is composed. Opening the hood of an electric car, for example, reveals only mechanical components.
Gray-box testing (International English spelling: grey-box testing) is a combination of white-box testing and black-box testing. The aim of this testing is to search for the defects, if any, due to improper structure or improper usage of applications.
Exploratory testing is an approach to software testing that is concisely described as simultaneous learning, test design and test execution. Cem Kaner, who coined the term in 1984, [1] defines exploratory testing as "a style of software testing that emphasizes the personal freedom and responsibility of the individual tester to continually optimize the quality of his/her work by treating test ...
In education, ipsative assessment is the practice of assessing present performance against the prior performance of the person being assessed. One place where this might be implemented is in reference to tests used with K-12 students in the United States , where value-added modeling of teacher performance is currently popular.
The most common approach to measuring the Dunning–Kruger effect is to compare self-assessment with objective performance. The self-assessment is sometimes called subjective ability in contrast to the objective ability corresponding to the actual performance. [7] The self-assessment may be done before or after the performance. [9]