Radial point collocation method （RPCM） for solving convection-diffusion problems

INTRODUCTION Meshfree methods are increasingly becoming popular as they are effective for dealing with com-putational mechanics problems including both solid and fluid problems. Most of various approaches proposed in (Liu, 2002) are based on Galerkin form (weak form) which need background meshes for numerical integrations, and are actually not truly meshfree methods. Other approaches are based on collocation form (strong form), such as finite point method (FPM) (Onate et al., 1996), ra…     

A Comparison of Equal Percentile and Partial Credit Equatings for Performance-Based Assessments Composed of Free-Response Items

This study compares the equal percentile (EP) and partial credit (PC) equatings for raw scores derived from performance-based assessments composed of free-response (open-ended) items clustered around long reading selections or multistep mathematics problems. Data are from the Maryland School Performance Assessment Program. The results suggest that Masters (1982; Wright & Masters, 1982) partial credit model may be useful for equating examinations composed of moderately easy (or not too difficult)items sharing a first principal component with at least 25% of the total variance. This conclusion appears to hold even in the presence of some level of response dependency for the items within each cluster. Although visible discrepancies were found between PC and EP equated scores in the skewed tail of the score distributions, the direction of these discrepancies is unpredictable. Therefore, it cannot be concluded from the study that the two methods give equivalent results when the distributions are markedly skewed.     

听写测试的试验评分法--"部分得分评分制"及初步实验

TEM4听写采用的是较传统的数错扣分法。数错扣分法是负分法，其中存在一些问题。因此我们提出一种实验性的评分方法——部分得分制。实验数据有两组，分别采用TEM4听写评分制和新评分制。数据比较以及部分得分模型(Rasch模型之一)对实验量表效能的分析(如模型与数据拟合值、被试拟合值、信息函数等)说明，实验评分制能较好地测量大多数学生的听写水平。     

Modeling Randomness in Judging Rating Scales with a Random-Effects Rating Scale Model

This study presents the random-effects rating scale model (RE-RSM) which takes into account randomness in the thresholds over persons by treating them as random-effects and adding a random variable for each threshold in the rating scale model (RSM) ( Andrich, 1978 ). The RE-RSM turns out to be a special case of the multidimensional random coefficients multinomial logit model (MRCMLM) ( Adams, Wilson, & Wang, 1997 ) so that the estimation procedures for the MRCMLM can be directly applied. The results of the simulation indicated that when the data were generated from the RSM, using the RSM and the RE-RSM to fit the data made little difference: both resulting in accurate parameter recovery. When the data were generated from the RE-RSM, using the RE-RSM to fit the data resulted in unbiased estimates, whereas using the RSM resulted in biased estimates, large fit statistics for the thresholds, and inflated test reliability. An empirical example of 10 items with four-point rating scales was illustrated in which four models were compared: the RSM, the RE-RSM, the partial credit model ( Masters, 1982 ), and the constrained random-effects partial credit model. In this real data set, the need for a random-effects formulation becomes clear.     

Development of a Scoring Algorithm to Replace Expert Rating for Scoring a Complex Performance-Based Assessment

Performance assessments typically are scored by having experts rate individual performances. In contexts such as medical licensure, where the examinee population is large and the pool of expert raters is limited practically, this approach may be unworkable. This article describes an automated scoring algorithm for a computer simulation-based examination of physicians' patient-management skills. The algorithm is based on the policy used by clinicians in rating case performances. The results show that scores produced using this algorithm are highly correlated to actual clinician ratings. These scores also are shown to be effective in discriminating between case performance judged to be passing or failing by an independent group of clinicians.     

Learning about research: exploring the learning and teaching/research relationship amongst educational practitioners studying in higher education

The paper examines aspects of the relationship between teaching and research in higher education in social science research methods, with particular reference to the subject area of Education. There are three main themes: reflections on how social science research methods should be (or are) taught; a review of current debates about the relationship between teaching and research, both in higher education and for school teachers; and finally, reporting how a group of educational practitioners (mainly school teachers) studying at Masters level experience learned about research methods. The paper is illustrated by qualitative data from a case study of student experiences of research methods teaching on a Masters degree in Education in a research-intensive UK university. It is suggested that studying the journey embarked upon by taught postgraduate students inexperienced in research is helpful in understanding how learning about research methods takes place, which in turn can assist future research methods teaching.     

Stepwise Analysis of Differential Item Functioning Based on Multiple-Group Partial Credit Model

Bock, Muraki, and Pfeiffenberger (1988) proposed a dichotomous item response theory (IRT) model for the detection of differential item functioning (DIF), and they estimated the IRT parameters and the means and standard deviations of the multiple latent trait distributions. This IRT DIF detection method is extended to the partial credit model (Masters, 1982; Muraki, 1993) and presented as one of the multiple-group IRT models. Uniform and non-uniform DIF items and heterogeneous latent trait distributions were used to generate polytomous responses of multiple groups. The DIF method was applied to this simulated data using a stepwise procedure. The standardized DIF measures for slope and item location parameters successfully detected the non-uniform and uniform DIF items as well as recovered the means and standard deviations of the latent trait distributions.This stepwise DIF analysis based on the multiple-group partial credit model was then applied to the National Assessment of Educational Progress (NAEP) writing trend data.     

《高等教育自学考试答题卡综合管理系统》的开发与应用

应对当前大规模考试,计算机辅助管理势在必行。通过几年的实践,《高等教育自学考试答题卡综合管理系统》契合了自学考试科目多管理复杂的特点,提高了工作效率,是一个适合于大规模、多学科、同时进行信息采集与识别的处理软件。今后自学考试的阅卷管理也要与时俱进,跟上时代的发展,可以进行网上阅卷的尝试。     

Using rasch measurement to score,evaluate, and improve examinations in an anatomy course

Any examination that involves moderate to high stakes implications for examinees should be psychometrically sound and legally defensible. Currently, there are two broad and competing families of test theories that are used to score examination data. The majority of instructors outside the high‐stakes testing arena rely on classical test theory (CTT) methods. However, advances in item response theory software have made the application of these techniques much more accessible to classroom instructors. The purpose of this research is to analyze a common medical school anatomy examination using both the traditional CTT scoring method and a Rasch measurement scoring method to determine which technique provides more robust findings, and which set of psychometric indicators will be more meaningful and useful for anatomists looking to improve the psychometric quality and functioning of their examinations. Results produced by the more robust and meaningful methodology will undergo a rigorous psychometric validation process to evaluate construct validity. Implications of these techniques and additional possibilities for advanced applications are also discussed. Anat Sci Educ 7: 450–460. © 2014 American Association of Anatomists.     

国内外写作评分量表的对比研究

国外考试项目的写作通常采用小评分量表综合评分法,国内则采用大评分量表综合评分或分项评分法。国外写作评分量表的描述具体、详细,层次清楚,各评分等级间的差别可鉴别,便于评卷者操作。与小评分量表相比,评卷者在大评分量表下不能使用全距分值,容易给出趋中分数,评分员间的评分一致性较差。据此,得出小评分量表下"整体描述+分项具体描述"的综合评分法较大评分量表的综合评分法准确度高,评卷者易于掌握,评卷效率高,评分误差小,考试的公平性也可以得到有效保障。     

高考语文阅读主观题评分方法对题目参数分析的影响

针对目前高考语文阅读主观题评分方法的局限,提出基于SOLO理论的分类评价法和基于阅读认知过程的建构整合模型(CI)评分法。选择1019名学生高考语文阅读三道主观题的真实作答,采用三种评分法评分,采用项目反应理论对三道主观题进行测量学分析,结果表明:相对于原始评分法,SOLO评分法和CI评分法题目之间具有更高的相关,测验模型拟合更佳,题目区分度较高,题目得分的难度阈限和步长更合理,题目的信息量更大,而CI评分法又明显优于SOLO评分法。研究支持了将CI评方法作为高考语文阅读主观题评分方法的潜在优势。     

教育硕士培养中实施案例教学的教学实践

案例教学法是教育硕士专业课教学的一种重要形式。以问题情境专题研究为例,采取确定研究专题、制定教学目标、选取教学案例、实施案例教学等环节,案例教学取得了良好的教学效果。     

The problem of large classes in science: An experiment in co‐operative learning

After reviewing the uses made of concept maps in research, as an aid to instruction and as a form of assessment, the problems of scoring maps objectively are discussed. Maps created de novo by 15‐16 year‐old pupils, before and after their introduction to Mendelian genetics, are used to investigate the properties of a scoring system based on that developed by Novak et al. (1983). The maps have been scored separately for a number of features ('branching’, ‘general to specific’, ‘closed units’, ‘terminology’, ‘relationships’ and ‘ hierarchy ‘) and compared with performance on genetics examination‐type questions. The components are not all independent, and do not have strong relationships with performance. The limitations of analytic methods of scoring concept maps are discussed.     

Scoring methods for multiple choice assessment in higher education – Is it still a matter of number right scoring or negative marking?

In higher education, a multiple choice test is a widely known format for measuring student's knowledge. The debate about the two most commonly used scoring methods for multiple choice assessment – number right scoring (NR) and negative marking (NM) – seems to be a never-ending story. Both NR scoring as NM do not seem to meet the expectations. However, available research hardly offers alternative methods. Clearly, there is a growing need to explore these alternative scoring methods in order to inform and support test designers. This review aims to present an overview of (alternative) scoring methods for multiple choice tests, in which strengths and weaknesses of each method are provided.     

Adapting the Scoring Matrix: A case study of adapting disciplinary tools for learning centred evaluation

The scoring matrix, a method used to facilitate community participation in collaboratively planning and monitoring development projects in natural resource management, was adapted to promote collaboration and reflection in a course in participatory resource management. The scoring matrix is described and its strengths and weaknesses in relation to key objectives are analysed. The matrix represents an innovative approach to evaluation that may be useful in a variety of fields. The authors argue, too, that the case is an example of how discipline (and profession-) specific tools can be adapted in an educational setting to serve the dual purposes of promoting experiential learning of particular key skills, and of monitoring and evaluating student learning. They suggest that academics in other fields may wish to consider participatory tools like the scoring matrix or adapt the tools of their own disciplines as ways of collaboratively evaluating teaching in their own disciplines/professions.     

Circular on Further Improvement of the Master's Program

On September 22, 1982, the State Council Committee on Academic Degrees issued a Circular on Further Improvement of the Master's Program. Excerpts from the circular are as follows:

In November 1981, the State Council Committee on Academic Degrees issued the (81) Academic Degree No. 019 Circular on Doing a Good Job of Awarding Masters Degrees to This Years Graduates. The leaders of the various government departments in charge and the academic-degree-conferring units and many specialists and cadres worked very hard and achieved great success. On the whole, Chinas first masters degree holders are of high quality. However, there ar problems in some cases. For instance, some units bend the rules to accommodate second-rate students. Some succumbed to personal pressures, and some compromised quality while pursuing quantity. We have to correct these mistakes now that we have experience in training this first cohort. It is hereby notified:

1. It is necessary to follow the Regulations and maintain quality. The academic degree evaluation committees of the authorized units should closely supervise these matters.     

Appraising the scoring performance of automated essay scoring systems—Some additional considerations: Which essays? Which human raters? Which scores?

ABSTRACT

The literature on Automated Essay Scoring (AES) systems has provided useful validation frameworks for any assessment that includes AES scoring. Furthermore, evidence for the scoring fidelity of AES systems is accumulating. Yet questions remain when appraising the scoring performance of AES systems. These questions include: (a) which essays are used to calibrate and test AES systems; (b) which human raters provided the scores on these essays; and (c) given that multiple human raters are generally used for this purpose, which human scores should ultimately be used when there are score disagreements? This article provides commentary on the first two questions and an empirical investigation into the third question. The authors suggest that addressing these three questions strengthens the scoring component of the validity argument for any assessment that includes AES scoring.