确信度作答方式适用于多项选择题的实证研究

多项选择题是学业考试中常见的题型。其中多选一作答方式是多项选择题中最简单的答题方式。但是多选一方式容易出现被试猜测答案的行为,即使被试只是掌握部分知识或者根本不知道答案时也有选对答案的可能。而作为评分者对这种多选一的答案又无法判断被试究竟存在多大程度的猜测。在可能用于多项选择题的作答方式中,理论上确信度作答方式是多项选择题的最佳作答方式。为了发现确信度作答方式在实际应用中存在的问题,笔者于2007年12月对广东省某市的500余名高中生进行了关于确信度作答方式的实证研究,并对采集的数据进行了详细分析与探讨。     

从当代教育测量学角度看我国高考研究

高考是我国现阶段最有影响的高厉害大规模教育考试。因此,研究高考质量具有重大的意义。在过去十年中,我国学者对高考的信度和效度的研究多局限于运用古典考试理论。本文提出了运用项目反应理论进一步研究我国高考的信、效度的建议,并探讨了运用等值、链接等当代教育测量学技术,建立跨地区、跨年分的高考大型数据库的可能。这些方面的研究可以为高考改革及相关教育决策提供更多可靠信息。     

世界竞技健美操女单项目发展趋势研究

采用录像资料法、数理统计法、文献资料法和专家访谈法等,对第11、12届健美操世界锦标赛决赛阶段女单项目前5名成套动作的各项指标进行对比分析,结果表明:竞技健美操女单项目优秀选手的竞技能力已经达到相对稳定的水平,表现在难度分值高且完成质量较好;竞技健美操女单项目的难度动作分值编排的合理性进一步提高,但难度组别的多样性有所下降,大量重复动作影响了成套动作的艺术性。我国女单选手要在提高力量素质的基础上,增强动作编排的艺术性,从而提高我国在竞技健美操女单项目上的竞争力。     

Investigating Linguistic Sources of Differential Item Functioning Using Expert Think-Aloud Protocols in Science Achievement Tests

Even if national and international assessments are designed to be comparable, subsequent psychometric analyses often reveal differential item functioning (DIF). Central to achieving comparability is to examine the presence of DIF, and if DIF is found, to investigate its sources to ensure differentially functioning items that do not lead to bias. In this study, sources of DIF were examined using think-aloud protocols. The think-aloud protocols of expert reviewers were conducted for comparing the English and French versions of 40 items previously identified as DIF (N?=?20) and non-DIF (N?=?20). Three highly trained and experienced experts in verifying and accepting/rejecting multi-lingual versions of curriculum and testing materials for government purposes participated in this study. Although there is a considerable amount of agreement in the identification of differentially functioning items, experts do not consistently identify and distinguish DIF and non-DIF items. Our analyses of the think-aloud protocols identified particular linguistic, general pedagogical, content-related, and cognitive factors related to sources of DIF. Implications are provided for the process of arriving at the identification of DIF, prior to the actual administration of tests at national and international levels.     

提高我国撑杆跳高运动水平的对策研究

正确认识项目特点是开始运动训练过程的前提,撑杆跳高是一项“有着高度空中技巧性的速度力量型跳跃项目”。提高我国撑杆跳高运动水平的对策是:走技术型发展的道路;重视运动员全面发展;重视青少年的专项基础训练;重视项目的普及和建设。     

田径运动亚竞技性研究

对田径运动项目进行健身项目的设计，以适应普通学生的身体技能水平，以适应当前学校体育健康教育的思想，提高人们对田径运动健身价值的认识，使田径运动在学校健康教育中发挥更大作用。     

英语语料库及相关软件在高考英语命题中的运用

本文介绍了常见的几个英语语料库及相关软件,指出使用英语语料库及相关软件对于提高高考英语命题的质量和效率、减少或避免命题过程中出现的科学性错误、保证高考英语命题对中学英语教学的正确引导具有重要意义。     

Informing context and change in young children's sociobehavioral development – The national Adjustment Scales for Early Transition in Schooling (ASETS)

This article recounts the design and validity evidence for contextually-specific measures of early childhood social and behavioral adjustment within school using the Adjustment Scales for Early Transition in Schooling (ASETS). Through primary analyses of data from the Head Start Impact Study, a representative nationwide sample (N = 3077) of randomly selected children from low-income families was used to inform developmental-transitional stability and change in adjustment across numerous school contexts. Longitudinal exploratory and confirmatory factor analyses yielded reliable and temporally continuous behavioral dimensions assessing the pervasiveness of Peer, Learning, and Teacher Context Problems. Each context dimension was equated vertically through IRT, with Bayesian scoring across two years spanning prekindergarten through 1st grade. Multilevel modeling provided support for the concurrent validity of ASETS contextual scales and their ability to assess future risk of academic and behavioral problems. ASETS scales are also shown to reveal differential, contextually-based, change trajectories across four years of early school transition.     

基于移动终端的物品识别系统设计

介绍基于移动终端的物品识别系统设计。采用图像提取与分离技术,结合计算机及数据库相关技术,对手机拍摄图片进行处理分析,以确定图像对应物品,并通过检索查询获取物品相关详细信息,方便消费者购物、商家信息发布等,推动电子商务发展。     

课程测验项目分析方法——以对外汉语课程测验为例

对外汉语课程测验属于标准参照性测验,应使用标准参照性测验理论体系下的技术指标对测验进行项目分析和评价,传统的分析方法（如区分度）不完全适用于课程测验的项目分析。本文使用该理论对北京语言大学汉语进修学院某次考试试卷进行分析,希冀为对外汉语教学提供一些有益的经验。实验结果表明：对“掌握者”和“未掌握者”来说,题目难度总体上可接受,大部分题目的区分性能良好,虽然有的题目略有“瑕疵”,但值得保留,以提高教学内容的测试覆盖面及测验信度。有7个题目过难或过易,几乎不具备区分性能,需要删除或修改。