People Who Self-Reported Testing HIV-Positive but Tested HIV-Negative: A Multi-Country Puzzle of Data, Serology, and Ethics, 2015–2021
Melissa MetzVivian Hope AmongTafadzwa DzinamariraFaith UsseryPeter NkurunzizaJ. BahiziSamuel BiraroFrancis M. OgollahJoshua MusinguziWilford KirungiMary NaluguzaChristina MwangiSehin BirhanuLisa NelsonHerbert LongweFrieda S. WinterhalterAndrew C. VoetschBharat ParekhHetal PatelYen T. DuongRachel BrayShannon M. Farley
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During population-based HIV impact assessments (PHIAs), some participants who self-reported testing HIV-positive (PSRP) tested negative in one or more subsequent survey HIV tests. These unexpected discrepancies between their self-reported results and the survey results draw into question the validity of either the self-reported status or the test results. We analyzed PSRP with negative test results aged 15–59 years old using data collected from 2015 to 2021 in 13 countries, assessing prevalence, self-report status, survey HIV status, viral load, rapid tests and confirmatory tests, and answers to follow-up questions (such as years on treatment). Across these surveys, 19,026 participants were PSRP, and 256 (1.3%) of these were concluded to be HIV-negative after additional survey-based testing and review. PSRP determined to be HIV-negative trended higher in countries with a higher HIV prevalence, but their number was small enough that accepting self-reported HIV-positive status without testing would not have significantly affected the prevalence estimates for HIV or viral load suppression. Additionally, using more detailed information for Uganda, we examined 107 PSRP with any negative test results and found no significant correlation with years on treatment or age. Using these details, we examined support for the possible reasons for these discrepancies beyond misdiagnosis and false reporting. These findings suggest that those conducting surveys would benefit from a nuanced understanding of HIV testing among PSRP to conduct surveys ethically and produce high-quality results.The growing body of research into the effect of test-taking strategies on the testing process, as well as research regarding the relationship between test-taker characteristics and test performance, continues to grow. Only limited research, however, has attempted to define more precisely the relationships between all of these data sources. This paper, utilizing as subjects 523 two-year college freshmen from Taiwan, explores the relationships among test-taker characteristics, test-taking strategies, and test performance. Test-taking strategies applied by Anderson et al. (1991) are adapted as an instrument for the study. In addition, Yien’s (1999) findings concerning the relationships between the characteristics of test-takers and test performance also serve as reference points. The results of the current study indicate that significant relationships among test-taker characteristics, test-taking strategies, and test performance exist. It is suggested that test-taking strategies play a role in mediating between test-taker characteristics and test performance. Thus, the overall findings of the study suggest that, if classroom teachers were able to determine what their students are really doing while taking tests and were to apply those test-taking strategies that genuinely help the performance of their students, then they would be able to design their class activities more carefully and successfully.
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Doubts of reliability of SISI-test are based on lack of understanding and knowledge of what this test can disclose and where it should be placed in an audiologic test battery. Examination of normal hearing medical students with the SISI-test showed much better results than comparable test figures of other authors. There is a distinct difference with regard to the test intensity as well as the test frequency. Results show that their is no reason to disqualify the SISI-test.
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This paper analyzes the nuptiality of Zhejiang Province, China, using data from the 1982 census and the 1-per-1000-population fertility survey. In 1982, the unmarried population in Zhejiang Province accounted for 29.42% of the population aged 15 and over. Unmarried men made up 34.62% of the male population aged 15 and over, while unmarried women made up 23.81% of the female population aged 15 and over. The urban unmarried population is larger than the rural one. The unmarried population is concentrated in the age group 15-27. In 1982, married people accounted for 62.67% of the population aged 15 and over, with 60.27% of the men and 65.26% of the women being married. The marriage age for men is concentrated in the age group 24-29, while the marriage age for women is concentrated in the age group 21-25. In 1982, the widowed population accounted for 7.17% of the population aged 15 and over (3.85% for men and 10.75% for women). In 1982, the divorced population accounted for .74% of the population aged 15 and over (1.26% for men and .18% for women). Remarried women accounted for 6.17% of the married women in the province.
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世界はHIV（human immunodeficiency virus）感染症伝播に関してはまだ敗北している状態であり，青年・成人の約0.8%がHIV罹患しており，米国では毎年5万人の新規HIV感染者が認められている．抗HIV療法は感染伝播予防に最も強いインパクトを与えるものであることを示した研究がHPTN052試験であり，抗HIV薬によりHIV伝播が96％低下することが示された．現在の抗HIV療法の治療ガイドラインは抗HIV療法によるHIV伝播抑制を強く勘案して，CD4数とは無関係に早期の抗HIV療法開始を推奨している．この数年はHIV療法のkey drugとしてインテグラーゼ阻害剤の位置付けが増えており，最新のdolutegravirは今までの抗HIV薬でも最も優れた薬剤の1つである可能性がある．
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Chinese,which is the test system's place of origin,is a test country with long history and a great test nation.In China,the role of the test which is still elects the human,the personnel,a special channel to nurture persons,becomes more and more important.But,along with the complex of test type,the expands of test scale and the gradual uses of the test,test cheats has become a serious challenge to test fair.Therefore,the state examination legislation,the severe punishment to test cheats,the standard to test behavior,the safeguard of test fair is imminent.
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If a test taker possesses test-wiseness and relevant partial knowledge, and if a test contains susceptible items, then the combination of these factors can result in improved or higher scores. In this article, test-wiseness is defined and described in terms of the elements that comprise test-wiseness. A model of test-wise test taking behavior is presented that shows the need for relevant partial knowledge in the application of test-wiseness. A review of the correlates, including race or ethnicity, of test-wiseness is then provided, followed by a review of the effects of training programs designed to minimize the differences in test-wiseness among examinees. The paper concludes with the recommendation, made in the interest of fairness to all examinees, that multifaceted, multimedia training programs directed toward the acquisition of test-wiseness be included as a regular part of the school program at the junior high school level.
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The purpose of the study is to examine whether taking tests makes differences in test score and test-taking strategies while learners are taking a reading test. In particular, the study investigates which types of questions and test-taking strategies are improved by test experience. For the study, participants were seventy-one Korean university EFL students, out of whom thirty-seven had three simulated tests and thirty-four didn`t have before the test. Results of a ANOVA indicate that differences between two groups are made in reading test score and some test-taking strategies. In details, test-takers got higher scores, showing improvement in the types of main idea and detail questions. The analysis of data, also, revealed that test-takers made use of test-taking strategies more frequently along with a remarkable difference in frequent use of managing strategy, one of three test-taking strategies: reasoning, guessing, and managing strategies. Consequently, the study showed that test experience helps the students gain higher score in main ideas and detail information questions not in inference question. Also, out of three types of test-taking strategies only managing strategy was more frequently used by test-takers. The study suggests that experience in tests could contribute to developing managing strategy effectively in answering to reading questions within limited time, but it is less likely to lead test takers to employ reasoning and guessing strategies relevant to successful reading comprehension.
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Few studies have focused on test-takers’ affective reactions to computer-delivered speaking tests, and little is known about the relationship between these reactions and their actual test performance. This study investigated the affective reactions of Japanese learners to a computer-delivered speaking test and the relationship of these reactions with the test-takers’ proficiency level and test performance. Seventy-six Japanese learners completed a questionnaire that elicited their affective reactions in four dimensions after taking a computer-delivered speaking test. The results indicate that the participants had mixed reactions: they felt nervous in taking the test and considered the test difficult, but enjoyed the test taking experience and perceived the test as fair and valid. Two factors―liking for the test and perceptions of test difficulty―differentiated the low-proficiency group from the high-proficiency group. These two factors were also the best predictors of the participants’ test performance and accounted for about 30% of the variance in test performance. The participants who showed more favorable emotions to the test and who perceived the test as less difficult tended to obtain higher scores.
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