共查询到20条相似文献,搜索用时 15 毫秒
1.
概化理论提出了新的测量信度观并逐渐应用于大规模考试领域。本文运用多元概化理论对高等教育自学考试课程《综合英语(四)》听力测验的测量信度、测验总分合成、题型设计优化等问题进行探讨。研究发现:本次听力测验的总体测量信度较高,但"短文理解"分测验的测量信度较低;各分测验对全域总分的方差贡献比例与测验编制时的赋分比例存在一定差距;在删除"短文理解"分测验后将各分测验题量同时增至10题,可有效提高听力测验的测量信度。 相似文献
2.
David A. Frisbie 《Educational Measurement》1992,11(4):21-26
How do multiple true-false items differ from other item formats? What does past research indicate about the quality of multiple true-false items? What additional research is needed? 相似文献
3.
网上购物格式条款法律问题研究 总被引:4,自引:0,他引:4
网上购物中的不公平格式条款侵犯了网上消费者的合法权益。网上格式合同是一种特殊的书面合同:经营者要将格式条款订入合同之中,必须尽提请注意和说明的义务。应坚持有利于消费者的思想解释格式条款。格式条款如果违反了法律的禁止性规定、公序良俗、诚信原则以及同非格式条款相抵触时,应不具有法律效力。为了保护网上购物消费者的利益,应对网上购物格式务款进行规制。 相似文献
4.
Dealing With Item Nonresponse in Large‐Scale Cognitive Assessments: The Impact of Missing Data Methods on Estimated Explanatory Relationships 下载免费PDF全文
Carmen Köhler Steffi Pohl Claus H. Carstensen 《Journal of Educational Measurement》2017,54(4):397-419
Competence data from low‐stakes educational large‐scale assessment studies allow for evaluating relationships between competencies and other variables. The impact of item‐level nonresponse has not been investigated with regard to statistics that determine the size of these relationships (e.g., correlations, regression coefficients). Classical approaches such as ignoring missing values or treating them as incorrect are currently applied in many large‐scale studies, while recent model‐based approaches that can account for nonignorable nonresponse have been developed. Estimates of item and person parameters have been demonstrated to be biased for classical approaches when missing data are missing not at random (MNAR). In our study, we focus on parameter estimates of the structural model (i.e., the true regression coefficient when regressing competence on an explanatory variable), simulating data according to various missing data mechanisms. We found that model‐based approaches and ignoring missing values performed well in retrieving regression coefficients even when we induced missing data that were MNAR. Treating missing values as incorrect responses can lead to substantial bias. We demonstrate the validity of our approach empirically and discuss the relevance of our results. 相似文献
5.
6.
通过Word文档样式的制作以及公式编辑器使用过程中遇到问题的处理,以实现迅速准确地完成数学论文的格式编排工作. 相似文献
7.
8.
《Structural equation modeling》2013,20(1):101-127
This study focused on misspecifications in composing parcels to represent a latent construct. Two measurement design factors, item reliability and intercorrelations among parcels, defined 12 true unidimensional parcel models. Deviations from the true model were examined via a 2-facet measurement model in which items and parcels represented the 2 facets. Unidimensionality was examined using a set of criteria developed for the 2-facet measurement model. Many misspecified parcel models produced admissible factor loadings despite poor overall fit and unacceptable residual covariances. The factor loadings alone may not be sufficient for evaluating latent factor representation. The findings suggest that parcels' unidimensionality should be analyzed before the measurement model to which they belong is entered into a comprehensive structural model. The 2-facet measurement model provides a relevant assessment of unidimensionality of the parcel compositions. 相似文献
9.
在高职版式设计教学中,为了使学生适应社会的需要,更好地学习和运用好版式设计,就需要我们教师注重对学生审美能力的培养,运用启发式教学,深入浅出地辅导学生,提高学生的审美意识和水平,让学生掌握最基本的审美方法。运用“三度空间”的审美规律的设计理念,多探讨,多积累,勇于创新,让我们把平面上的“三度空间”设计得更为丰富多彩,让人们阅读时得到美的享受。 相似文献
10.
11.
12.
Although research on Tier 2 interventions for early mathematics is accumulating, such efforts remain far behind those for reading, especially regarding specific features such as the ideal time to begin an intervention. The present study investigated the effectiveness of a Tier 2 intervention using a single subject multiple baseline, across-groups design with two cohorts of second graders. Because the two cohorts of students were given the intervention at different times during the second grade year, the study also documented whether the timing of the intervention affected acquisition and retention of second grade mathematics competencies. Finally, the study tracked student performance up to the first semester of the third grade year to document any sustained effects. The results show that the supplemental intervention was effective for both cohorts, but differences in performance indicate that the timing of the intervention may affect the degree of success. In addition, for some participants, the positive effects of the intervention were sustained into the third grade year. 相似文献
13.
Will performance assessments in mathematics have gender DIF? Do male and female examinees provide similar solution strategies? 相似文献
14.
《教育实用测度》2013,26(1):11-22
Previous research has provided conflicting findings about whether allowing the use of calculators changes the difficulty of mathematics tests or the time needed to complete the tests. Because the interpretation of results from standardized tests via norm tables depends on standardized conditions, the impact of allowing or not allowing examinees to use calculators while taking such tests would need to be specified as part of the standardizing condition. This article examines four item types that may perform differently under different conditions of calculator use. This article also examines the effect of testing under calculator and noncalculator conditions on testing time, reliability, item difficulty, and item discrimination. 相似文献
15.
《Educational Assessment》2013,18(3):195-224
Three mathematics scoring methods are being used or explored in large-scale assessment programs: item-by-item scoring, holistic scoring, and "trait" scoring. This study investigated all 3 methods of scoring on 3 mathematics performance-based assessments. Mathematics assessment tasks were selected from a pool of pilot tasks because they could be scored using all 3 methods. Results of the study suggest that holistic scoring and item-by-item scoring methods provide similar information; however, trait score for conceptual understanding and mathematics communication tapped into different aspects of student performance. Implications for the validity of scoring methods now in use for performance-based mathematics assessments are discussed. 相似文献
16.
This article examines the role of reviewer agreement in judgments about alignment between tests and standards. We used case data from three state alignment studies to explore how different approaches to incorporating reviewer agreement changes alignment conclusions. The three case studies showed varying degrees of reviewer agreement about correspondences between objectives and test items. Moreover, taking into account reviewer agreement in the analyses sometimes had a marked effect on alignment conclusions. We discuss reasons for differences across case studies and alignment approaches, as well as implications for future alignment efforts. 相似文献
17.
In this study it is investigated to what extent contextualized and non-contextualized mathematics test items have a differential impact on examinee effort. Mixture item response theory (IRT) models are applied to two subsets of items from a national assessment on mathematics in the second grade of the pre-vocational track in secondary education in Flanders. One subset focused on elementary arithmetic and consisted of non-contextualized items. Another subset of contextualized items focused on the application of arithmetic in authentic problem-solving situations. Results indicate that differential performance on the subsets is to a large extent due to test effort. The non-contextualized items appear to be much more susceptible to low examinee effort in low-stakes testing situations. However, subgroups of students can be found with regard to the extent to which they show low effort. One can distinguish a compliant, an underachieving, and a dropout group. Group membership is also linked to relevant background characteristics. 相似文献
18.
遑论人文对数学科学的反哺 总被引:3,自引:0,他引:3
数学对科学技术及其他领域的发展有着不可估量的作用,而人文教育对数学科学又具有反哺的作用。本文的撰写目的是使更多的人认识到在数学科学的发展、教学和研究中加强人文教育的意义与必要性。 相似文献
19.
束建华 《成都教育学院学报》2011,(4):90-93
结合教学实际具体分析应用数学专业"数据结构"课程的指导思想、技术特点、知识结构以及所遇到的问题和解决方法,系统阐述学习该课程的教学思路,并把数学建模的思路和思想应用到数据结构教学中。教学实践表明,该教学思路对于培养学生的逻辑思维和数据抽象能力,尤其是算法的分析和设计能力有着较好的教学效果。 相似文献
20.
结合教学实际具体分析应用数学专业"数据结构"课程的指导思想、技术特点、知识结构以及所遇到的问题和解决方法,系统阐述学习该课程的教学思路,并把数学建模的思路和思想应用到数据结构教学中。教学实践表明,该教学思路对于培养学生的逻辑思维和数据抽象能力,尤其是算法的分析和设计能力有着较好的教学效果。 相似文献