Evaluating computer‐based assessment in a risk‐based model

There are three purposes for evaluation: evaluation for action to aid the decision making process, evaluation for understanding to further enhance enlightenment and evaluation for control to ensure compliance to standards. This article argues that the primary function of evaluation in the ‘Catherine Wheel’ computer‐based assessment (CBA) cyclic model is evaluation for action and secondary functions are evaluation for understanding and control. By studying segment and cyclic dependencies, conducting a risk analysis and identifying key stakeholders it is possible to identify where action evaluation has the most effect, what is required to be evaluated, who will perform the action and how it will be controlled. Each segment and cycle in the CBA model must therefore be monitored and the observations made must have meaning for the elimination or reduction of pedagogic, operational, technical non web‐based, web‐based and financial risks. It is important to consider stakeholders because they have differing views on what is most important in the evaluation process and inevitably will be involved in the evaluation process itself. CBA system stakeholders include management, academic, support and administrative staff together with external verifiers and students. The information gained from these stakeholders provides quality enhancement and assurance and forms the basis for change.     

A risk‐analysis approach to implementing web‐based assessment

Computer‐Based Assessment is a risky business. This paper proposes the use of a model for web‐based assessment systems that identifies pedagogic, operational, technical (non web‐based), web‐based and financial risks. The strategies and procedures for risk elimination or reduction arise from risk analysis and management and are the means by which the quality of the system is measured. A comparison is made between the severity of risks for non‐web based systems and web‐based systems.     

Developer,teacher, student and employer evaluations of competence-based assessment quality

This study examines how different stakeholders experience the quality of a nationally developed assessment framework for summative, competence-based assessment (CBA) in AVET, which aims to reflect theoretical characteristics of high quality CBAs. The quality of two summative CBAs, based on this national framework, is evaluated along an extensive, validated set of quality criteria for CBA evaluation and through involving key stakeholders (i.e., students, teachers, developers, and employers). By triangulating quantitative and qualitative evaluations and argumentations of key stakeholders, this study gives insight into the processes and characteristics that determine CBA quality in VET educational practice in relation to theoretical notions of high quality CBAs. Results support many theoretical characteristics and refine them for reaching quality in actual assessment practice. Strikingly, developers and teachers are more critical about the assessment quality than students and employers. The discussion reflects on the theoretical CBA characteristics in the light of the empirical findings and deduces practical implications for the national assessment framework as well as other summative CBAs in VET.     

Validity of Curriculum-Based Scales With Young Neurodevelopmentally Disabled Children: Implications for Team Assessment

Recent surveys in early childhood special education and developmental school psychology reveal that criterion-referenced or curriculum-based developmental assessment (CBA) is the primary form of measurement employed by interdisciplinary early intervention teams. Despite their wide use, little technical adequacy data are available on the validity of CBA instruments with specific populations of handicapped preschoolers. This research analyzed the concurrent validity of two norm-based and six curriculum-based scales commonly used within community early intervention programs with a sample of 50 infants and preschool children having diverse neurodevelopmental and neurobehavioral deficits. Results supported the concur- rent validity of CBA measures despite some significant interscale differences. Based on these results, guidelines are offered regarding "best practices" in the use of CBA systems by early intervention teams.     

Validity of Curriculum-Based Scales With Young Neurodevelopmentally Disabled Children: Implications for Team Assessment

Recent surveys in early childhood special education and developmental school psychology reveal that criterion-referenced or curriculum-based developmental assessment (CBA) is the primary form of measurement employed by interdisciplinary early intervention teams. Despite their wide use, little technical adequacy data are available on the validity of CBA instruments with specific populations of handicapped preschoolers. This research analyzed the concurrent validity of two norm-based and six curriculum-based scales commonly used within community early intervention programs with a sample of 50 infants and preschool children having diverse neurodevelopmental and neurobehavioral deficits. Results supported the concur- rent validity of CBA measures despite some significant interscale differences. Based on these results, guidelines are offered regarding “best practices” in the use of CBA systems by early intervention teams.     

浅论加强CBA篮球运动员的职业道德建设

加强CBA篮球运动员职业道德建设对于加快篮球职业化的进程,提高职业篮球的核心竞争力,加强社会主义的精神文明建设具有重要的现实意义,篮球运动员的职业道德建设应从实际出发,客观分析,坚持物质文明和精神文明"两手抓,两手都要硬"的方针,以全面地提高运动员的素质,提高CBA职业联赛的水平.     

高校经费管理使用中存在的问题及对策研究

目前我国高校经费管理和使用中存在着资金供需矛盾突出,资金管理水平和使用效率不高,人力资源、物力资源配置不尽合理等问题。本着如何使有限的资金得到最合理地运用并实现办学效益最大化的原则,完善高校经费管理应从多元化筹措高校经费、全面加强预算管理、构建基于预算绩效管理导向的高校会计系统、开展绩效审计等对策入手,以不断提升高校经费管理水平,保障高校教育目标的实现。     

CBA裁判员职业化的若干影响因素探析

文章运用文献资料法、逻辑分析法,对CBA裁判员职业化的若干影响因素进行分析.结果表明,制约CBA裁判员职业化发展的因素是多方面的,CBA裁判员实现职业化需要经历一个长期的过程.     

近十年来CBA与NBA“竞争平衡”的比较研究

采用文献资料、数理统计和比较分析等方法,对竞争平衡的概念、影响因素、控制经验和测算方法进行了梳理,比较分析了近十个赛季CBA与NBA的竞争平衡。结果表明：在近十个赛季中,CBA与NBA联赛都处于较高的竞争不平衡状态;CBA与NBA联赛的竞争平衡性差异不显著（P﹥0.05）;随着职业化程度的提高,CBA与NBA的竞争不平衡性都没有进一步好转的趋势。最后,提出旨在增强CBA联赛竞争平衡的若干建议。     

美国职业篮球联赛对中国职业篮球联赛的冲击和影响

美国职业篮球联赛为中国职业篮球联赛提供了许多可借鉴的发展模式和宝贵经验,同时也给中国职业篮球联赛带来了许多冲击和影响。美国职业篮球联赛在篮球市场和明星球员方面是中国职业篮球联赛的强有力竞争对手,占据了中国的大部分篮球市场;美职篮通过与中国的各种媒体建立了合作关系,吸引了大量球迷观众,削弱了中职篮的影响力;推广体育产品,通过合作伙伴掠夺广告收入,限制了中职篮的发展;美国职业篮球联赛文化中的糟粕对中职篮职业联赛的也存在着负面影响。     

论CBA绿色看台文化建设

运用文献资料法对CBA看台文化做了系统的研究．在界定CBA看台文化概念的基础上,论述了CBA绿色看台文化建设的必要性,然后提出CBA绿色看台文化建设的目标体系及对策,为CBA绿色看台文化建设提出一定的理论依据．     

CBA和NBA队员篮板球控制的对比分析

采用数理统计法,比较分析法,对2004年-2005年度的CBA和NBA球赛录像作了统计分析,特别对CBA和NBA队员对篮板球控制这一技术指标进行了对比和分析,发现中国CBA队员对篮板球控制这一指标有所提升,但仍存在冲抢人数少,挑拨抢球能力弱,堵位意识差,缺乏堵位技术与力量训练,外围队员篮板球训练不足等问题,同时,也显示出中国CBA选手在篮板球控制这一技术与美国NBA选手存在的明显差距,为尽快使中国篮球汇入国际潮流,应借鉴美国NBA队员篮板球控制的先进技术与经验.     

The Effects of Training and Performance Feedback During Behavioral Consultation on General Education Middle School Teachers' Integrity to Functional Analysis Procedures

Gickling's model of curriculum-based assessment (CBA) has been linked to problem identification and intervention development and is used in several school consultation approaches. This article uses Ellis's (2001) three levels of research criteria to examine the use of CBA in a school consultation model. Aside from the need for more psychometric data, available research has consistently supported the theoretical soundness and demonstrated the effectiveness of CBA. However, there is evidence that CBA lacks widespread and consistent implementation. Areas for future research and implications for practice are included.     

The use of cost-benefit analysis in funding continuing education: steering the fifth wheel?

This article builds upon recent interest in models of funding Continuing Education (McGivney 1990, Berrell and Smith 1996, Matkin 1997). It is based on an EU-funded project which examined inter alia current funding models for Continuing Education (CE) within four European Union countries - France, Ireland, Italy and Scotland. The article firstly discusses the breadth of CE. It then investigates the existence of funding models by examining the use of cost-benefit analysis (CBA) in determining course provision in the relevant countries. We argue that while costs and benefits form part of providers' everyday thinking, expression of CBA was generally implicit and never articulated in technical terms. We suggest that providers' value-systems, or ideology, militate against simplistic use of CBA. We conclude by returning to the question of models of funding CE.     

Rebooting assessment. Exploring the challenges and benefits of shifting from pen-and-paper to computer in summative assessment

A systematic review of 34 articles published within the last 20 years, that explored the implications of increased use of computer-based summative assessments revealed six key themes. Specifically: shifts in assessment design; impact on teachers; variation in computer familiarity; student experience; logistics and infrastructure; and hardware and software issues. Findings relating to comparability of results between the assessment modes are also discussed. This review evaluates the computer-based assessment (CBA) literature to identify the advantages and challenges for introducing CBA within educational institutions. The findings of this review will be of particular interest to those affected by a steady trend towards the introduction of CBA affecting both teachers and students. The review also provides a coherent summary of the existing literature in this rapidly changing field for researchers.     

浅谈国际贸易融资中存在的风险及防范

国际贸易中的融资方式分出口商融资和进口商融资。它在外贸企业的业务中运用日益广泛,贸易融资存在其特有的优点,同时也面临着很多潜在的商业风险。银行应针对这些风险,采取各种措施加强其风险防范。     

Interactive Multimedia Systems for Students with Autism

Educational multimedia systems have a potentially important role to play in the education of students with autism. This potential has thus far, however, been largely unexplored. This paper therefore makes a case for the use of multimedia systems for such students, and reviews the current state of the field. It will be argued that a fruitful way of furthering research and development in this area is to develop systems that directly address autism‐specific impairments. This work is important in the context of equality of access to education in that autism tends to be an impediment to quality education but is a condition that requires quality education for its remediation     

在基建管理中如何加强合同管理

合同在基建管理中起着事前管理控制的作用，业主应加大对建设合同审核力度，充分考虑到合同的风险和对待风险的措施以及保证合同的有效实施，这将提高业主在基建管理中的效率，减少在基建管理中的投入。     

Multiple Service Use: The impact of consistency in service quality for vulnerable youth

Little is known about the way in which variations in service quality influence outcomes when youth are clients of more than one service system. This article reports on a study of 1,210 adolescents (aged 13–17 years), half were concurrent clients of two or more services and half were not involved in two or more services. Youth completed a self-report questionnaire administered by a trained interviewer. It was hypothesized that youth reporting two positive service experiences would report lower risks, higher resilience, and better outcomes than youth reporting inconsistent or two negative service experiences and that their resilience, risks, and outcomes would be similar to those of youth not involved in two or more services. MANCOVA was used to determine the relationship among service quality and resilience, risk, and outcomes with four covariates that assessed family and neighborhood environments, history of abuse and neglect, and chronic need. Results indicate that service quality had an effect on resilience, risks, and outcomes. These relationships were mediated quite strongly by the influence of the risks youth faced in their neighborhoods and to a lesser extent by the other three covariates. Of the three dependent variables, risk appeared to be the most consistently influenced by all the covariates, and it also differentiated service experience groups. Results point to the importance of services developing strategies to effectively address risks confronted by youth and also to ensure that when more than one service is involved with youth, consistency in service delivery is achieved.     

独立审计风险的模型重构与管理行为再认识

我国目前环境下常规审计风险的定义和模型与独立审计行为执行主体的实际风险承担结果并不完全一致,导致了忽视独立审计风险管理,在一定程度上存在审计质量低下的问题.因此需重新定义并构造新的独立审计风险模型,并从独立审计风险收益角度透视和分析,以期发现管理独立审计风险的有效途径.