Increased reliability of an objective personality measure for children

The Missouri Children's Picture Series (MCPS) is explored as an assessment tool for boys in residential treatment. Extreme ease of administration is an attractive feature of the test. Boys in treatment usually have shown low test-retest reliability, in contrast to other populations. Higher, significant reliability was obtained in the present study by a split-deck procedure. It is suggested that the test is better administered to disturbed boys in two sittings, to offset their distractibility and short attention span. Under these conditions, the test can be applied to future work with this type of subject population.     

Objectivity of scoring for the McCarthy drawing tests

Two doctoral level school psychologists independently scored 50 McCarthy drawing booklets. Children producing the drawings ranged from 4–6 to 6–10, with a mean age of 5–11. Interscorer reliability for Draw-A-Design was.93 and for Draw-A-Child was.96. No significant difference occurred in the mean score for either test across scorers.     

A global approach for the interpretation of the kinetic school drawing (KSD): A quick scoring sheet,reference guide,and rating scale

This paper presents a globally oriented scoring sheet, reference guide, and rating scale for facilitating clinical hypotheses from children's Kinetic School Drawings (KSDs) and further empirical evaluations of the KSD technique. The paper also provides information regarding the construction of these instruments, along with some preliminary findings in terms of the procedures' reliability and discriminant validity.     

Interrater reliability of the original and a revised scoring system for the developmental test of visual-motor integration

This study investigated the interrater reliability of teachers' and school psychology ex-terns' scoring of protocols for the Developmental Test of Visual-Motor Integration (VMI). Previous studies suggest that the scoring criteria of the VMI are ambiguous, which when coupled with raters' lack of scoring experience, as well as limited knowledge of testing issues, contributes to low rater reliability. The original manual scoring system was used by four trained teachers with no VMI experience and by four experienced raters. A VMI scoring system, revised to eliminate ambiguous scoring criteria, was used by an additional four teachers inexperienced with the VMI and by four experienced raters. High reliability coefficients (>.90) were found for all raters, regardless of the scoring system employed. The influence on interrater reliability of factors such as training, nature of the training setting, characteristics of the raters, and ambiguity of scoring criteria is discussed.     

The impact of the scoring system of a large-scale standardized EFL writing assessment on its score variability and reliability: Implications for assessment policy makers

Using generalizability (G-) theory and rater interviews as research methods, this study examined the impact of the current scoring system of the CET-4 (College English Test Band 4, a high-stakes national standardized EFL assessment in China) writing on its score variability and reliability. One hundred and twenty CET-4 essays written by 60 non-English major undergraduate students at one Chinese university were scored holistically by 35 experienced CET-4 raters using the authentic CET-4 scoring rubric. Ten purposively selected raters were further interviewed for their views on how the current scoring system could impact its score variability and reliability. The G-theory results indicated that the current single-task and single-rater holistic scoring system would not be able to yield acceptable generalizability and dependability coefficients. The rater interview results supported the quantitative findings. Important implications for the CET-4 writing assessment policy in China are discussed.     

The need-threat analysis: A scoring system for the children's apperception test

The study of childhood stress provides a useful perspective for assessing children's emotional status. Thematic projective techniques, like the Children's Apperception Test (CAT), may be useful in exploring children's perception of stress. For this purpose, a need-threat analysis is recommended to identify those underlying needs and threats that are likely to make a particular event or situation important, and hence potentially stressful, to an individual child. This paper introduces a scoring system for the CAT based on the analysis of thematic data in terms of five need-threat binaries, which serve as scoring categories. Preliminary data on reliability are presented.     

钣金件展开图可视参数化绘图系统

介绍了钣金件展开图的数值算法 ,在AutoCADR14的基础上 ,利用AutoLISP&DCL语言开发出运行于Windows95、98 NT操作系统的钣金件展开图可视化、参数化绘图系统。     

Evaluating the reliability of a detailed analytic scoring rubric for foreign language writing

The demand for valid and reliable methods of assessing second and foreign language writing has grown in significance in recent years. One such method is the timed writing test which has a central place in many testing contexts internationally. The reliability of this test method is heavily influenced by the scoring procedures, including the rating scale to be used and the success with which raters can apply the scale. Reliability is crucial because important decisions and inferences about test takers are often made on the basis of test scores. Determining the reliability of the scoring procedure frequently involves examining the consistency with which raters assign scores. This article presents an analysis of the rating of two sets of timed tests written by intermediate level learners of German as a foreign language (n = 47) by two independent raters who used a newly developed detailed scoring rubric containing several categories. The article discusses how the rubric was developed to reflect a particular construct of writing proficiency. Implications for the reliability of the scoring procedure are explored, and considerations for more extensive cross-language research are discussed.     

The reliability and validity of an interactive arithmetic test

A sample of 331 primary school children from seven primary schools, from Years 3 through 7, participated in this study to determine the reliability of a computer resident interactive arithmetic test, using both the method of a single sitting and that of parallel forms. Reliability coefficients up to .96 were calculated for scoring rates by the single sitting methods and up to .87 by the method of parallel forms. The study also attempted to determine the validity of the interactive test by comparing it with the arithmetic subtests of the Key Math Test (KMT, Connolly et al ., 1971). Positive, but weak, correlations up to .65 were recorded, reflecting differences in the medium of administration and assessment methodology of the two tests.     

Teaching data science: an objective approach to curriculum validation

Emerging careers in technology-focused fields such as data science coupled with necessary graduate outcomes mandate the need for a truly interdisciplinary pedagogical approach. However, the rapid pace of curriculum development in this field of inquiry has meant that curricula across universities has largely evolved in line with the internal disciplinary strengths of each institution rather than in response to the needs of graduates. To assist with the development of data science subjects the themes and content that contribute to each subject should be objectively validated. We propose the use of an objective test for data science curricula to quantify whether a particular degree programme maintains an interdisciplinary perspective unconstrained by single discipline bias. The test analyses a given curriculum and quantifies the subject components by category using natural language processing (NLP) techniques.     

The Critical Thinking Analytic Rubric (CTAR): Investigating intra-rater and inter-rater reliability of a scoring mechanism for critical thinking performance assessments

The purpose of this study was to investigate the intra-rater and inter-rater reliability of the Critical Thinking Analytic Rubric (CTAR). The CTAR is composed of 6 rubric categories: interpretation, analysis, evaluation, inference, explanation, and disposition. To investigate inter-rater reliability, two trained raters scored four sets of performance-based student work samples derived from a pilot study and subsequent larger study. The two raters also blindly scored a subset of student work samples a second time to investigate intra-rater reliability. Participants in this study were high school seniors enrolled in a college preparation course. Both raters showed acceptable levels of intra-rater reliability (α ≥ 0.70) in five of the six rubric categories. One rater showed poor consistency (α = 0.56) for the analysis category of the rubric, while the other rater showed excellent consistency (α = 0.91) for the same category suggesting the need for further training of the former rater. The results of the inter-rater reliability investigation demonstrate acceptable levels of consistency (α ≥ 0.70) in all rubric categories. This investigation demonstrated that the CTAR can be used by raters to score student work samples in a consistent manner.     

基于XScale的嵌入式大幅面喷绘机电控系统设计

传统的PCI卡喷绘系统通过PC机来实现喷绘的作业管理和作业实现,成本高,而且不方便。本文介绍了一种基于Intel XScale微处理器的嵌入式平台的喷绘系统的设计,系统软件方面,采用Windows CE操作系统,界面友好,操作方便,通过网络接口可以实现远程喷绘,通过USB主口外挂存储设备进行脱离PC的喷绘。     

实验课创新激励平台开放式成绩评分系统研究与开发

现行的实验课学生成绩评分体系比较封闭和僵化,开放性、创新性、差异性及时间性较差,不能适应研究型教学模式的开展.综合考虑实验课与相关理论课程的影响,鼓励实验创新,引入实验完成时间指标,改变成绩评判主观定性的弊病,提出了一种将贡献值反映到幂次上的实验课创新平台开放式成绩评分方案.结合升级模式,对其进行自动实现,以所见即所得的方式进行展示,活跃了教学气氛,也鼓励创新,充分调动了学生课后进行研究探索活动的积极性.     

论终身教育背景下的家庭教育目标定位

终身教育是21世纪教育的主题。在终身教育的横向结构中，学校教育、家庭教育和社会教育是相辅相成的。家庭教育不是学校教育的简单延伸和翻版，而应根据社会发展的需求、子女的身心发展规律以及家庭本身的特点进行理性的目标定位。