Survey of Test Security Practices

How common are securitg breaches in state testing programs? What problems are most frequently encountered? Does the number of problems seem small or large, given the nature of the tests and how they are used?     

Validity Issues in Computer-Based Testing

Advances in technology are stimulating the development of complex, computerized assessments. The prevailing rationales for developing computer-based assessments are improved measurement and increased efficiency. In the midst of this measurement revolution, test developers and evaluators must revisit the notion of validity. In this article, we discuss the potential positive and negative effects computer-based testing could have on validity, review the literature regarding validation perspectives in computer-based testing, and provide suggestions regarding how to evaluate the contributions of computer-based testing to more valid measurement practices. We conclude that computer-based testing shows great promise for enhancing validity, but at this juncture, it remains equivocal whether technological innovations in assessment have led to more valid measurement.     

信息技术与课程整合实践中的问题及对策

信息技术与课程整合是信息时代我国基础教育改革的重要组成部分。本文着重从外界因素和教师的角度就中小学信息技术与课程整合实践中的问题进行了分析,并从创造整合的外部条件、解决教师自身问题两个方面入手提出了解决对策,旨在为促进信息技术与课程整合的实施提供理论上的参考。     

完形测试调查研究

完形测试因其优点而被广泛地应用于各种英语测试中。本文将以调查结果和专家观点为依据讨论完形测试的文本数量、长度、意义完整性、来源以及考点、试卷排版与空位设计等问题。     

Socio-Scientific Issues in Education: Innovative Practices and Contending Epistemologies

In the past decade, we have seen the well-established discourse of environmental education (EE) supplanted by that of education for sustainability (EfS). In some ways this change in terminology has been no more than a slogan change, with the actual educational practices associated with EfS little changed from those qualified by EE (Campbell and Robottom 2008). Environment-related education activities under both terms frequently focus on socio-scientific issues – which serve as the chief organising principle for a range of related curriculum activities – and are shaped by the particular characteristics of these issues. Socio-scientific issues are essentially constituted of questions that are philosophical as well as empirical in nature. Socio-scientific issues consist in contests among dissenting social, economic and environmental perspectives that rarely all align, giving rise to debates whose resolution is not amenable to solely scientific approaches. Socio-scientific issues, then, exist at the intersection of differing human interests, values and motivations and are therefore necessarily socially-constructed. An adequate educational exploration of these issues requires a recognition of their constructedness within particular communities of interest and of the limitation of purely applied science perspectives, and, in turn, requires the adoption of curricular and pedagogical approaches that are in fundamental ways informed by constructivist educational assumptions – at least to the extent that community constructions of socio-scientific issues are recognised as being shaped by human interests and social and environmental context. This article considers these matters within the context of examples of environment-related practice drawn from two geographical regions. The article will argue that a serious scientific element is both necessary and insufficient for a rigorous educational exploration of socio-scientific issues within either the EE or EfS discourses, and will consider some implications for professional development and research in this field.     

College Counselor Attitudes Toward Spiritual and Religious Issues and Practices in Counseling

In this study, 86 mental health professionals employed in university counseling centers in the United States were surveyed on their attitudes toward discussing religious and spiritual topics and toward using religious and spiritual practices in counseling. These participants viewed the use and discussion of spiritual topics/practices more favorably than the use and discussion of religious topics/practices. Differences in attitudes toward specific topics and practices are reported, as are implications for practice.     

透视世界核问题

20世纪六七十年代,以核裁军和核不扩散为主要内容的国际核控制机制逐步建立。该机制包括两部分:一是美苏为保持核均势而签署的双边条约和协定,一是为防止核武器扩散而签署的条约及成立的机构等。其中,《不扩散核武器条约》是核控制机制的核心。冷战结束后,国际社会在防止核扩散方面取得了很大成绩,但同时,特别是20世纪90年代中期以来,防扩散形势也面临着越来越多的挑战。中国作为联合国安理会常任理事国和拥有核武器的国家,致力于推进国际军控、裁军和防扩散事业,履行了应尽的责任和义务。     

中小学教师信息技术应用的态度与行为调查

本研究采用网上问卷调查了615名全国各地教师的信息技术应用的态度信念和应用现状.研究发现:(1)目前大多数的计算机教学应用活动是作为传统教育活动的"附属活动",教师的应用行为在性别、教龄上存在显著差异;(2)教师整体上较为认同信息技术对于学生学习和教师专业能力提升的价值,其应用的意愿水平也较高,但同时教师认为信息技术教学应用需要付出一定的成本代价,教师的态度在性别、教龄和地区上存在显著差异;(3)教师的应用意愿、成本认同、性别、教龄和价值认同对于其应用行为有一定的预测力,其中"应用意愿"最有预测力.本文最后基于研究结论提出促进教师应用信息技术的一些建议,包括:提供成功案例降低教师的成本认同,提高其应用意愿;充分利用0-10年教龄教师的应用积极性;教师专业发展活动应增强应用技术作为学生学习工具的学习内容等.     

Code of Fair Testing Practices in Education (Revised)

A note from the Working Group of the Joint Committee on Testing Practices:
The Code of Fair Testing Practices in Education (Code) prepared by the Joint Committee on Testing Practices (JCTP) has just been revised for the first time since its initial introduction in 1988.
The revision of the Code was inspired primarily by the revision of the Standards for Educational and Psychological Testing (AERA, APA, NCME, 1999) and recent changes in testing practices in a variety of professions.
The revised Code (JCTP, 2004) has been endorsed by all seven member associations of the Joint Committee, which includes representatives of the National Council on Measurement in Education, as well as the American Counseling Association, American Educational Research Association, American Psychological Association, American Speech-Language-Hearing Association, National Association of School Psychologists, and National Association of Test Directors. The mission of the JCTP is to provide "a means by which professional organizations and test publishers can work together to improve the use of tests in assessment and appraisal."
The revised Code is likely to continue having a major impact on the development and use of testing and assessment in education. It is presented in this issue of Educational Measurement: Issues and Practice and may be reproduced in whole or in part without fees or permission, provided that any reproduction includes appropriate citation. Additional information about the Code may be obtained from: Joint Committee on Testing Practices, Science Directorate, American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242.     

软件探索性测试研究进展

探索性测试作为一种基于经验的软件测试思想或测试思维方式,在实际应用中不受具体的测试技术所拘束。首先阐述了探索性测试的主要特点、组织与实施过程、所能发现缺陷的特征状况;其次从被测对象的单个功能特性、多个功能交互特性、系统功能交互特性三个方面就探索性测试设计方法的分类以及当前国内外有关探索性测试的实际应用现状作研究性综述;最后提出了构建以探索性测试为主导的测试过程体系、可复用探索性测试用例的设计方法、以及在探索性测试中开展有效的文档标准化管理过程将是未来可能的、潜在的三个专题研究方向。     

中国电影的现代性问题:历史回顾与现状审视

20世纪70年代末以来,从电影语言的新旧之辨到对谢晋电影的批判,从对第五代 探索影片的评价到对中国电影创新之路的争辩,中国电影的现代转型历程一直伴随着现代影像 美学与传统戏剧美学,现代文化意识与民族文化传统的关系之争。与此同时,中国电影创作逐步 形成重影像轻叙事重电影意识轻文化意识的风气,新世纪初一些理论话语开始对现代性转型偏 颇进行反思。在梳理这一中国电影现代性问题史的基础上,分析中国电影转型历程中矫枉过正 的真正原因,指出文化意识的现代性建构是中国电影尚未完成的任务,现代性仍将是中国电影文 化发展的主要方向。