Raju's Differential Functioning of Items and Tests (DFIT)

Nambury S. Raju (1937–2005) developed two model‐based indices for differential item functioning (DIF) during his prolific career in psychometrics. Both methods, Raju's area measures ( Raju, 1988 ) and Raju's DFIT ( Raju, van der Linden, & Fleer, 1995 ), are based on quantifying the gap between item characteristic functions (ICFs). This approach provides an intuitive and flexible methodology for assessing DIF. The purpose of this tutorial is to explain DFIT and show how this methodology can be utilized in a variety of DIF applications.     

Differentials of a State Reading Assessment: Item Functioning, Distractor Functioning, and Omission Frequency for Disability Categories

Large data sets from a state reading assessment for third and fifth graders were analyzed to examine differential item functioning (DIF), differential distractor functioning (DDF), and differential omission frequency (DOF) between students with particular categories of disabilities (speech/language impairments, learning disabilities, and emotional behavior disorders) and students without disabilities. Multinomial logistic regression was employed to compare response characteristic curves (RCCs) of individual test items. Although no evidence for serious test bias was found for the state assessment examined in this study, the results indicated that students in different disability categories showed different patterns of DIF, DDF, and DOF, and that the use of RCCs helps clarify the implications of DIF and DDF.     

An NCME Instructional Module on Using Differential Step Functioning to Refine the Analysis of DIF in Polytomous Items

Traditional methods for examining differential item functioning (DIF) in polytomously scored test items yield a single item‐level index of DIF and thus provide no information concerning which score levels are implicated in the DIF effect. To address this limitation of DIF methodology, the framework of differential step functioning (DSF) has recently been proposed, whereby measurement invariance is examined within each step underlying the polytomous response variable. The examination of DSF can provide valuable information concerning the nature of the DIF effect (i.e., is the DIF an item‐level effect or an effect isolated to specific score levels), the location of the DIF effect (i.e., precisely which score levels are manifesting the DIF effect), and the potential causes of a DIF effect (i.e., what properties of the item stem or task are potentially biasing). This article presents a didactic overview of the DSF framework and provides specific guidance and recommendations on how DSF can be used to enhance the examination of DIF in polytomous items. An example with real testing data is presented to illustrate the comprehensive information provided by a DSF analysis.     

透视数学表现性评价

数学表现性评价创设具体情境,从“做”中评价数学知识与技能：它凸显数学化思想,分层评价发现问题、解决问题的能力;而且它更新评价理念,全方位关注学生的数学情感与态度．我们要重视数学表现性评价,进行“测验嵌入式”和“教学嵌入式”数学表现性评价的实践研究．     

课程嵌入型表现性评定对数学自我效能影响的实验研究

课程嵌入型表现性评定是当前基础教育新课程改革倡导的重要的学生学业评价方式.以335名初中一年级学生为被试,采用为期一学年的追踪实验研究方式,探索课程嵌入型表现性评定对数学自我效能的影响效果.研究结果表明,此方式对学生的数学自我效能的发展具有显著促进作用,主要体现在日常生活中数学任务的效能、数学相关课程的效能与数学学业问题解决效能等三方面,且随实验进程促进作用将不断增加.     

微积分在初等数学中的一些应用

微积分是研究函数性态的一种重要工具,讨论了微积分在初等数学中的一些应用.     

国际数学成就比较和教材评价

从学生的数学成绩、数学认知水平、数学学习态度检测数学教学大纲的贯彻情况是一种行之有效的方法.调查对象分布在我国10个城市,60所中小学,7 777名四年级和九年级学生.我国小学和初中学生在数学成绩、数学认知水平、数学学习态度方面与国外(地区)学生相比,其情况如下:在所测的学生中,学生的水平与期望的水平有差距,不同地区的学生在数学成绩和学习态度上有较明显差异,学生学习数学的信心随年龄增长而降低.研究表明,增加一些数学与科学相结合的综合课程对学生提高认识数学的社会价值和提升正面态度是有帮助的.建立有我国特色的国家数学教育的教、学、评价机制有助于贯彻新标准.     

Performance of English Language Learners as a Subgroup in Large-Scale Assessment: Interaction of Research and Policy

Factors that contribute to the performance gap between subgroups and mainstream students deserve special attention. Different subgroups are faced with different sets of challenges. To understand and control for factors leading to the performance gap between subgroups and mainstream students one must clearly understand the issues specific to each subgroup. This paper focuses on assessment and performance issues for English language learner (ELL) students as a subgroup. Identifying factors affecting the performance gap between ELL and non-ELL students may help gain insight into assessment issues for other subgroups of students as well as strengthen assessment of this group.     

新课程理念下中学数学学习过程评价的探究

数学学习过程评价,是数学新课程评价的核心内容．它是将评价与教师的教学与学生的学习活动有机地结合起来,把评价纳入学习活动过程之中,并将评价作为学生主动学习的一部分,以评价促进学生的学习和学生的发展．数学学习过程评价的目的是为了及时反馈调节学生数学学习活动,促进学生的发展,而不是为了检查．正确建构数学学习过程评价必须明确过程评价的意义、类型、内容、评价方法和呈现方式．     

数学教学评价的内容和方法

数学教学评价的问题是关系到数学教学改革的成败问题,因此,必须正确认识数学改革中的数学教学评价,深刻理解它的意义和功能,建立科学有效的评价手段和方法。     

建构数学学习发展性评价体系的实践与思考

发展性评价体系中一个重要的工作就是开发多样化的评价工具和方法。在课题研究中我们重点开展了如下七个方面的评价工具的开发与实践:日常观察,等级和分项测试,成长记录袋,表现性任务,通过浓缩孩子成长特点的评价,二次评价,通过家长、学校合作,取得了较好的效果。     

英语阅读评估：从传统测评方式到档案评估探讨

传统阅读测试以阅读理解等终结性评估为主。档案评估是系统地．有组织有目的地收集证据,在一个或多个方面展示学生知识成长、进步和努力、技能成就等。本文探讨档案评估应用于英语阅读测试上的可行性,从理论依据、措施内容、实施原则、优势、注意事项等方面进行论述．试图弥补传统英语阅读测试之不足。     

小学数学教学中的表现性评价及其应用

构建科学合理的评价方式,通过评价更好地了解学生的学习,并以评价改进教学,成为近来教育教学中非常值得关注的话题。表现性评价运用于小学数学教学中,能更好地了解学生的数学理解水平并有效改进教学。以“两位数减一位数退位减法”为例,制定了算理理解的水平框架并设计了表现性任务,对学生的算理理解水平和学习过程进行了测评。最后,合理应用表现性评价框架及测评,有针对性地进行了教学设计,有效促进了学生对算理的理解水平。     

认知诊断理论在数学教育评价中的应用

质性地比较论证了基于认知诊断理论的数学教育评价工具开发的可行性。通过分析实际测试数据,比较几种不同认知诊断模型中的参数估计方法实际应用于分析数学评价测验的可能性。研究发现,认知属性概念可以帮助研究者和实践者分析影响学生解答数学题目背后的认知结构。人工神经网络模型能够充分利用理论设计的认知模型,克服测验题目有限、题型多样、认知属性差异大等不易分析的困难,较好评价学生的数学学业成就,为后续教学提供诊断性信息,达到了诊断性测验的目的。     

几种常微分方程解法中的数学化归思想

化归思想是常微分方程重要的数学思想方法.探讨几种常微分方程解法中的数学化归思想方法,有利于从整体上把握微分方程的理论和方法;提出在微分方程的教学中重视和加强数学化归思想的教育对数学培养具有重要的意义.     

Differential Improvement in Student Understanding of Mathematical Principles Following Formative Assessment Intervention

ABSTRACT

The authors describe results from a study of a middle school mathematics formative assessment strategy. They employed a randomized, controlled design to address the following question: Does using our strategy improve student performance on assessments of key mathematical ideas relative to a comparison group? Eighty-five teachers and 4,091 students were included. Students took a pretest and a transfer measure at the end of the year. Treatment students completed formative assessments. Treatment teachers had exposure to professional development and instructional resources. Results indicated students with higher pretest scores benefited more from the treatment compared to students with lower pretest scores. In addition treatment students significantly outperformed control students on distributive property items. This effect was larger as pretest scores increased. Results, limitations, and future directions are discussed.     

PISA与TIMSS中有关数学评价的比较分析

PISA与TIMSS是近年来较为活跃的两个国际评价项目,它们在评价的目的、使用的评价框架以及试题的形式等方面有所不同,但其中又包含一定的相似的成分,对二者异同的分析将有助于我们进一步认识数学课程实施及数学素养评价的要素和关键。     

泉州中心城区建筑场地质量的模糊综合评价

应用模糊数学综合评判法对泉州中心城区建筑场地进行了评价和等级分区,选取的评价因子比较全面、客观地反映该区建筑场地环境问题,取得了较为满意的评价结果.yh     

小学数学教育中的语言教育问题

小学数学教育中具有语言教育要素。与语文教育中的语言教育不同 ,它有着鲜明的自身特色。为搞好基础教育课程改革 ,应当重视小学数学教育中的语言教育问题     

论职业英语真实性评价体系的构建与实施

首先简要回顾了“语言测试”发展的四个阶段及其特点。认为职业教育的课程体系不是学科体系,而是“行动体系”,传统语言测试难以对职业院校学生实用英语能力进行科学、全面的评价,以能力为本位的职业英语学生真实性评价势在必行。然而,如何构建职业英语真实性评价体系？该体系应具备什么特征？如何确定评价标准、设计评价任务及制定评价量规？这些都是职业英语课程真实性评价体系研究中的基本问题。本文根据学习理论、高职教育理论、德国职业教育“行动体系”和英NNVQ评估体系,研究职业英语学生真实性评价体系的特征和构建该体系方法和途径。