The effect of changes in item sequence on student performance in a multiple-choice chemistry test

It is standard practice to arrange items in objective tests in order of increasing difficulty, on the assumption that such an arrangement increases student motivation and produces more reliable tests. The validity of this assumption was investigated in the context of a multiplechoice chemistry test. Fifty items were arranged in three sequences of difficulty: random (R), easy-to-hard (E-H) and hard-to-easy (H-E). The mean test score was significantly higher for the test sequenced E-H than for the test sequenced H-E. Item difficulty index was raised by placement of the easier items toward the beginning of the test and lowered by placement of these items toward the end of the test. Test reliability was largely independent of item sequence.     

The effect on test results of changes in task and response format required by altering the test administration from an individual to a group form

Group and individual forms of a measure were developed to assess the acquisition of behaviors desired as outcomes of instruction in science at the elementary school level. Significant differences between the scores of individuals on the group and individual measures were observed. Students demonstrated higher competence on the items employing the individual format.     

The effect of communications medium on the fundamental frequency of speech

Interactions between two pairs of subjects were conducted face‐to‐face and over a two‐way closed‐circuit television medium and were tape recorded. The speech for each subject over each medium was edited to remove silent intervals and the resulting edited speech segments, each about 1 minute in duration, were analyzed by a computer implementation of the cepstrum method of fundamental‐frequency determination. The speech of all four subjects showed a statistically significant rise in fundamental frequency ranging from 3.89% to 7.83% for the closed‐circuit television condition relative to the face‐to‐face condition. This result could imply that two‐way closed‐circuit television is a more tense or stressful medium than face‐to‐face communication. Alternatively, the effect could be explained by such other factors as a rise in speech level caused by a greater perceived distance between the participants in the closed‐circuit television condition.     

英语测试对教学的反拨作用

教育离不开评估,教学离不开测试。英语测试是英语教学过程中不可缺少的一部分,两者相互作用,相辅相成。英语测试是衡量英语教学效果的重要测量工具,教育界把测试对教学和学习产生的影响称为反拨作用,对于教师而言,一定程度上限制了教师对教学内容和教学方法的自主选择,极大地阻碍了英语教学的发展。     

试谈北京高考物理实验试题的新变化

2018年和2019年的北京高考物理实验试题较之前发生了较大的变化,本文通过与前几年试题的比较,在考查比重、考查内容、考查形式等方面,对考试试题做了解读,并对其变化原因做了相应的分析,为2020年学业水平等级考试的复习提供参考。     

The effect of school closures on standardised student test outcomes

The school closures owing to the 2020 COVID-19 crisis resulted in a significant disruption of education provision, leading to fears of learning losses and of an increase in educational inequality. This article evaluates the effects of school closures based on standardised tests in the last year of primary school in the Dutch-speaking Flemish region of Belgium. Using a 6-year panel, we find that students of the 2020 cohort experienced significant learning losses in three out of five tested subjects, with a decrease in school averages of mathematics scores of 0.17 standard deviations and Dutch scores (reading, writing, language) of 0.19 standard deviations as compared to previous cohorts. This finding holds when accounting for school characteristics, standardised tests in Grade 4 and school fixed effects. Given the large observed effect sizes, the effect of school closures appears to be a combination of lost learning progress and learning loss. Moreover, we observe that inequality both within schools and across schools rises by 7% for mathematics and 8% for Dutch. The learning losses are correlated with observed school characteristics, as schools with a more disadvantaged student population experience larger learning losses.     

The effect of test expectations on study strategies and test performance: a metacognitive perspective

The aim of the present study was to investigate whether university students can adjust their study strategies to meet the cognitive demands of testing; a metacognitive self‐regulatory skill. One hundred and fifty undergraduates attended three lectures as part of a course on the psychology of individual differences. These participants were then assigned randomly to each of two groups. In the first group, the participants were instructed to study for a test that required deep‐level cognitive processing. In the second group, the participants were instructed to study for a test that required surface‐level cognitive processing. Results of the study showed that university students do adjust their study strategies so that they are in line with the cognitive processing demands of testing. It was also found that study strategies mediated the relationship between the type of test items expected and the test performance.     

大学英语环境下任务型测试的效度验证

在大学英语环境下进行任务型测试的尝试,是英语测试领域一个新的发展方向,在实施这一新型的测试体系前,一定要对其适用范围进行界定,对测试的效度与信度加以分析.从研究结果来看,任务型测试具有较高的效度,可以在大学英语环境下实施.     

The effect of colour of tester on performance on a group reading test

A study of the relationship between colour of tester and performance on a group reading test was carried out using, as testers, two student teachers of similar experience and appearance apart from colour of skin and, as subjects, 24 children of families of West Indian origin and 24 indigenous children matched for school, sex and age (8-9 yrs). Parallel forms of the Young Group Reading Test (Young, 1969) were administered on alternative occasions by the black tester and the white tester. Differences between the mean group scores were not statistically significant. Correlations between performance on test and re-test by ethnic group, sex, school, colour of tester for first test and form of test for first test were statistically significant, and at or beyond the .05 level. Evidence of ethnic-group effect was not apparent. Attempts to reduce stress e.g. the use of group tests, may have inhibited the expression of ethnic-group effect, if indeed it existed.     

声卡频响的常规仪器测定

本文介绍采用传统的数量仪器结合计算机机音频编辑软件对声卡频率特性进行测定。     

行星齿轮系统的频响特性测试试验研究

以2K-H行星齿轮传动系统为研究对象,给出固有频率的计算结果。在此基础上,研究了该系统的频响特性试验,包括试验台的布置及其试验方案的设计;测得系统的频率响应函数和固有频率,并将试验结果与理论计算结果进行了对比分析。     

The effect of frequency of testing upon the measurement of achievement in an intensive time-series design

Progress in the development of an intensive time-series design for use in classroom situations has raised several questions regarding the validity of the data obtained. One such question is related to the effect of frequency of testing upon the data. This study was designed to determine the presence of such an effect. Use of the design with eighth grade students studying a unit on crustal evolution indicated that the frequency of data collection did not adversely affect student attitudes toward the science class nor did it have any measurable effect upon class achievement data. The results of a previous study were also replicated, giving increased confidence in the validity of the data yielded by the intensive time-series design as used in these studies.     

Exploring the derivative suffix frequency effect in Spanish speaking children

This study was designed to examine the developmental course of the suffix frequency effect and its role in the development of automatic morpho-lexical access. In Spanish, a highly transparent language from an orthographic point of view, this effect has been shown to be facilitative in adults, but the evidence with children is still inconclusive. A total of 90 2nd, 4th and 6th grade children performed a go/no go lexical decision task, with words containing either high or low frequency suffixes. Results showed significant main effects for grade and for derivative suffix frequency, with no interaction between both. This finding suggests that the suffix frequency effect emerges very early in reading development and that its role is well established from the beginning of reading experience, suggesting that sensitivity to suffix frequency can be a good predictor of a child’s ability to internalize orthographic regularities at an early stage. These findings are interpreted in the light of previous evidence paying special attention to orthographic transparency and morpheme regularity in Spanish language.     

静态工作点稳定电路频率特性的虚拟测试研究

利用Multisim12.0仿真软件对静态工作点稳定电路的频率特性进行了测试研究,观察了幅频特性曲线和相频特性曲线的变化规律;采用"交流分析"或波特仪等方法,测试了耦合电容、旁路电容和静态偏置电阻等电路参数改变引起的中频电压增益、上限截止频率和下限截止频率的变化。发现虚拟测试的结果与理论分析计算结果基本一致。将Multisim12.0仿真软件合理地用于电路实验教学中,有助于提升学生的实践动手能力。