改进的关联规则算法及其应用

根据数据挖掘中关联规则的性质以及高校成绩管理数据库的自身特点,在经典关联规则算法Apriori算法的基础上提出了一种改进的算法A 算法,并利用该算法对学生成绩管理数据库进行了关联规则挖掘,得到了隐含在数据库中的有用信息。     

改进的关联规则算法及其应用

根据数据挖掘中关联规则的性质以及高校成绩管理数据库的自身特点，在经典关联规则算法Apriori算法的基础上提出了一种改进的算法——A＋＋算法，并利用该算法对学生成绩管理数据库进行了关联规则挖掘，得到了隐含在数据库中的有用信息．     

基于FP-growth算法在学生成绩中的关联规则分析

介绍数据挖掘中关联规则概念及发现频繁模式基FP-growth算法,及通过对模型的灵活运用,完成了对学生成绩关联规则分析。     

基于关联规则的高职学生成绩分析应用研究

本文首先给应用关联规则进行学生成绩挖掘的问题定义,然后分析解决问题的具体方案,并依据方案实施关联规则Apriori算法对学生成绩分析,得到相关结论。     

关联规则算法在招生中的应用研究

简要介绍了数据挖掘技术的概念、挖掘过程及关联规则,并对学生的高考成绩和学业成绩进行关联规则挖掘分析,找出它们之间的内在联系为招生决策提供依据。     

基于关联规则兴趣度的课程设置研究

介绍数据挖掘和关联规则的概念,引入一个关联规则新的度量值--兴趣度,并使用Visual FoxPro开发了一个关联规则挖掘系统。在设定最小支持度、最小置信度和兴趣度的条件下,使用挖掘系统对计算机专业学生的专业课成绩进行关联分析,通过分析找出它们间的内在联系,为课程设置提供依据。     

学生成绩数据挖掘系统的设计与应用

针对淮北广播电视大学的学生成绩数据,应用Apriori算法,设计开发了一个简单的数据挖掘系统。该系统包括获取数据、数据预处理、关联规则挖掘和规则结果分析四个模块。通过对学生成绩数据的挖掘,可以发现隐藏其中的关联规则,确定先行课程和后续课程的关系,从而为教学管理人员优化课程设置提供决策支持。     

数据挖掘技术在生源质量分析中的应用

通过对各届毕业生生源等特征资料、高考的成绩数据、以及大学各门课的成绩挖掘,提供了一个在教育领域进行合理挖掘的模式。研究了如何把关系数据库的关联规则问题转化为单维、布尔关联规则问题,把关联规则挖掘中的经典算法Apriori算法在实例中进行了具体应用。     

关联规则挖掘在学生成绩分析中的应用研究

研究数据挖掘领域中的关联规则及其在学生成绩分析中的应用.设计并实现学生成绩关联规则分析系统,利用该系统对学生成绩进行分析,得出学生不同课程之间的联系及不同课程对总成绩的影响,从而为教学工作提供指导作用.     

数据挖掘算法及其在教学管理中的应用

文章利用关联规则的Apriofi数据挖掘算法,以一定范围的学生成绩为数据源,分析了课程问的影响关系,得到一些合理的课程关联规则。将这些规则运用到教学管理中,可以合理地设置课程及指导学生选课。     

An Investigation of Undefined Cut Scores With the Hofstee Standard‐Setting Method

This article provides an overview of the Hofstee standard‐setting method and illustrates several situations where the Hofstee method will produce undefined cut scores. The situations where the cut scores will be undefined involve cases where the line segment derived from the Hofstee ratings does not intersect the score distribution curve based on actual exam performance data. Data from 15 standard settings performed by a credentialing organization are used to investigate how common undefined cut scores are with the Hofstee method and to compare cut scores derived from the Hofstee method with those from the Beuk method. Results suggest that when Hofstee cut scores exist that the Hofstee and Beuk methods often yield fairly similar results. However, it is shown that undefined Hofstee cut scores did occur in a few situations. When Hofstee cut scores are undefined, it is suggested that one extend the Hofstee line segment so that it intersects the score distribution curve to estimate cut scores. Analyses show that extending the line segment to estimate cut scores often yields similar results to the Beuk method. The article concludes with a discussion of what these results may imply for people who want to employ the Hofstee method.     

运用Excel函数快速计算高校公体成绩探析

Excel对数据的自动处理和计算有着强大功能.在体育教学管理中运用Excel表格管理学生体育成绩可以取得显著成效.     

广东石油化工学院学生体型与体质关系分析——基于2010级学生体质测试数据

为了探究广东石油化工学院学生体型与体质之间的关系,本文依照体质健康评分标准中身高标准体重指数对不同身高标准体重学生的各项体质测试成绩进行单因素方差比较分析,结果表明：男、女生各体重组体质测试成绩中,体重偏轻的成绩好于体重偏重的成绩,特别是发现营养不良反而有利于学生的体质测试成绩,这对未来进一步研究提供了思考方向。     

Predicting/preventing child abuse: value of utility maximizing cutting scores

Any standardized method for identifying cases of likely child abuse requires specification of a cutting score (or scores) on a predictor variable. In this paper, we describe two criteria for determining cutting scores--utility maximizing (UtilMax) and error minimizing (ErrMin)--and we demonstrate that UtilMax is often the superior, and never the inferior, criterion. Two types of ErrMin cutting scores, true and artificial, are distinguishable based on whether realistic or artificial base rates are used to find the cutting score. Since studies often compute artificial ErrMin cutting scores, these scores must be modified to produce true ErrMin cutting scores. UtilMax cutting scores are explained and a numerical example is presented to show that maximizing utility is the preferable criterion in that it optimizes the balance between the costs of incorrect decisions and the benefits of correct decisions. The example also illustrates how UtilMax cutting scores help one to decide whether attempting to predict abuse would be worthwhile or not.     

认知策略在中学生英语阅读思维活动中的应用研究

通过对学生的问卷调查和教学实验,研究者发现高中生在英语阅读中认知策略的使用处于中等水平,阅读成绩较好者比较差者更常使用认知策略。认知策略培训有利于激活学生的思维,提高其阅读效率。     

试述利用高中和标准化考试成绩确定大学申请学生的合格性──美国加州大学的经验与启示

本文以美国加州大学的招生实践为基础,分析高中成绩和标准化入学考试分数对大学一年级成绩的预测效度,以及它们在评定大学申请学生合格性中的作用,同时也阐述了加州大学利用这两种成绩确定申请学生合格性方法的问题与面临的挑战。研究表明,高中成绩对大学一年级成绩的预测效度高于标准化考试(SATI)。但高中成绩主要反映了学生掌握高中知识的程度,而标准化考试成绩则侧重于体现学生的认知能力。合理结合、使用这两种成绩对学生的知识和能力进行评价,将会使大学招生更为科学公允。     

Generalization of the Lord‐Wingersky Algorithm to Computing the Distribution of Summed Test Scores Based on Real‐Number Item Scores

With known item response theory (IRT) item parameters, Lord and Wingersky provided a recursive algorithm for computing the conditional frequency distribution of number‐correct test scores, given proficiency. This article presents a generalized algorithm for computing the conditional distribution of summed test scores involving real‐number item scores. The generalized algorithm is distinct from the Lord‐Wingersky algorithm in that it explicitly incorporates the task of figuring out all possible unique real‐number test scores in each recursion. Some applications of the generalized recursive algorithm, such as IRT test score reliability estimation and IRT proficiency estimation based on summed test scores, are illustrated with a short test by varying scoring schemes for its items.     

Predicting College Performance of American Indians: A Large‐Sample Examination of the SAT

Extensive research has examined the validity and fairness of standardized tests in academic admissions. However, due to their underrepresentation in higher education, American Indians have gained much less attention in this research. In the present study, we examined for American Indian students (1) group differences on SAT scores, (2) the predictive and incremental validity of SAT over high school grades, (3) the effect of socioeconomic status on SAT validity, (4) differential prediction in the use of SAT scores, and (5) potential omitted variables that could explain differential prediction for American Indian students. Results provided evidence of predictive and incremental validity of SAT scores, and the validity of SAT scores was largely independent of socioeconomic status. Overprediction was found when using SAT scores to predict college performance and it was reduced when including high school grades as an additional predictor. This study provides substantial evidence of the validity and fairness of SAT scores for American Indians.     

Effort Analysis: Individual Score Validation of Achievement Test Data

Whenever the purpose of measurement is to inform an inference about a student’s achievement level, it is important that we be able to trust that the student’s test score accurately reflects what that student knows and can do. Such trust requires the assumption that a student’s test event is not unduly influenced by construct-irrelevant factors that could distort his score. This article examines one such factor—test-taking motivation—that tends to induce a person-specific, systematic negative bias on test scores. Because current measurement models underlying achievement testing assume students respond effortfully to test items, it is important to identify test scores that have been materially distorted by non-effortful test taking. A method for conducting effort-related individual score validation is presented, and it is recommended that measurement professionals have a responsibility to identify invalid scores to individuals who make inferences about student achievement on the basis of those scores.