THE EFFECT OF PHYSICAL CONDITIONS OF THE TEST ROOM ON STANDARDIZED ACHIEVEMENT TEST SCORES

A group of 384 ninth-grade students were given a standardized achievement test, half under relatively poor physical conditions in an auditorium and half in relatively adequate physical conditions in regular classrooms. An analysis of covariance (using I.Q. as the covariate) indicated no significant difference due to the physical conditions.     

特殊教育中的动态评估

随着社会与科学的发展,以“动态”为概念的教育评估方式在特教领域越来越广泛地得到应用。动态评估在决定如何协助个人受测与传统标准化测验评估最大的不同点就是它改变了测验的本质、测验与互动的情境,以及对测验结果的解释,并将结果导向的评估转变为重视过程导向的评估。本文就动态评估的发展背景、概念及特点、不同理论模式及其评价,以及评估方法和存在的主要问题,做了较详细地阐述     

运动对人体免疫功能的影响研究

本文采用文献资料法,综述了近年来运动与免疫的部分研究进展,着重论述了运动对免疫系统的影响及其可能发生的机制,运动对机体免疫细胞的影响以及神经内分泌对机体免疫系统功能的调节机理,提出了运动免疫学今后的研究重点,及运动与免疫的研究前景。     

THE EFFECT OF RACE OF EXAMINER ON THE MENTAL TEST SCORES OF WHITE AND BLACK PUPILS1

An entire elementary school system with 60% white and 40% black pupils was given several abiity tests group-administered by 12 white and eight black examiners (Es). The tests measured verbal and nonverbal IQ, perceptual-motor cognitive development, “speed and persistence” under neutral and motivating instructions, listening-attention, and short-term rote memory for numbers. With the exception of the “speed and persistence” test, on which white Es yielded significantly and consistently higher mean scores than black Es for both white and black pupils across grades one to six, the results for the various cognitive ability tests showed that the race of the E did not produce large or consistent effects in the testing of white and black pupils.     

自我管理技能训练对于减少课堂中不恰当提问行为的效应

在课堂上自我克制，控制不适当的提问，是每个儿童都要做到的，但是有些儿童缺乏自制力，分辨不出什么场合该提问，什么场合不该提。一般认为如果受到适当的训练，这种不适当的行为是会减少的，这项研究的目的就是要调查自制训练对这种不适当行为的作用，本研究采用了个案设计，具体步骤包括：确定行为定义，分析行为作用，选择适当增强物，进行行为干预，研究结果表明，采用自我记录的方法会大大减少不适当或过多的提问，文章还对如何延续和扩展经过干预后的行为进行了讨论。     

THE EFFECT OF SELECTED POOR ITEM-WRITING PRACTICES ON TEST DIFFICULTY, RELIABILITY AND VALIDITY

Violations of four selected principles of writing multiple choice items were introduced into an undergraduate political science examination. Three of the four poor practices had no overall effect on test difficulty. A significant (α= .05) interaction effect between the poor practices and course achievement occurred for one of the four practices, with the poorer students generally gaining most from the poorly written items. KR 20 values were significantly lower for sets of items with the same flaws than for "good" versions of the items in three of four comparisons. The reductions in reliability were equivalent to those expected to result from shortening the test by 13 to 56 percent. Concurrent validity (correlation of experimental test scores with final examination scores) was significantly lower in two of four cases. The reductions in validity were equivalent to those expected to result from shortening the test by 56 to 83 percent.     

THE EFFECT OF DIFFERENTIAL WEIGHTING OF INDIVIDUAL ITEM RESPONSES ON THE PREDICTIVE VALIDITY AND RELIABILITY OF AN APTITUDE TEST

An empirical investigation of the effect of choice weight scoring on predictive validity and reliability. Choice weight scoring refers to the procedure whereby different weights may be assigned to all the options of an item. Four groups of subjects were included in the experiment. Weights derived from each group were used to score tests for another group in order to assess the cross-validity of the weighted scoring. In no case did the increments in reliability and validity due to the weighted scoring exceed .03.     

THE EFFECTS OF INSTRUCTION AND PRACTICE IN CONTENT-INDEPENDENT TEST-TAKING TECHNIQUES UPON THE STANDARDIZED READING TEST SCORES OF SELECTED SECOND-GRADE STUDENTS

Twenty-four relatively test-naive second-grade students received eight 30-minute periods of deliberate instruction and practice in content-independent standardized test-taking techniques over a four-week period. Immediate and delayed effects of treatment were assessed through an analysis of improvement in standardized reading test scores as measured by the difference between experimental and control groups in the Stanford Reading Test. The results showed that students who received instruction and practice in test-taking techniques achieved significantly higher scores on both the immediate posttest administered the week following treatment and the delayed posttest administered four months after treatment. Mean differences were about a quarter of a standard deviation.     

THE EFFECT OF A SPECIAL CURRICULUM FOR DISADVANTAGED CHILDREN ON TEST-RETEST RELIABILITIES OF THREE STANDARDIZED INSTRUMENTS1

Test-retest (stability) reliability coefficients are, by their nature, affected by what has happened to the tested subjects during the period between testings. Similarly, changes in subjects' mean performance will reflect what happened to them in the interim period. In this regard, the relative values of stability coefficients for experimental and control groups are indicative of the relative degree to which an experimental program is able to change the rankings of the students on criteria measures at pre- and posttreatment times. Changes in students' rankings however do not necessarily affect the level of the group's average performance. This study examines the stability reliabilities of three standardized testing instruments used in the evaluation of a special (enriched) curriculum for young disadvantaged children and the changes in their average performance over a 2-year period. Magnitudes in test-retest reliability differences between treatment groups seem to parallel differences in mean scores. Using the stability reliability coefficients as indices, the program discussed in this report seemed to be most effective in producing change in the skills measured by the Peabody Picture Vocabulary Test. However, significant differences in mean performance between the treatment groups indicates the effectiveness of the program not only in the skills measured by the PPVT but also in those areas measured by the Stanford Binet and the Columbia Mental Maturity Test.     

EFFECT OF CORROSION ON BOND BEHAVIOR AND BENDING STRENGTH OF REINFORCED CONCRETE BEAMS

ＩＮＴＲＯＤＵＣＴＩＯＮＴｈｅｒｅｉｓｇｒｏｗｉｎｇｃｏｎｃｅｒｎｆｏｒｃｏｒｒｏｓｉｏｎｄａｍ ａｇｅｉｎｒｅｉｎｆｏｒｃｅｄｃｏｎｃｒｅｔｅ (ＲＣ)ｓｔｒｕｃｔｕｒｅｓｗｉｔｈｓｅｖｅｒａｌｄｅｃａｄｅｓ’ｓｅｒｖｉｃｅ.Ｔｈｅｒｅｉｎｆｏｒｃｅｍｅｎｔｃｏｒ ｒｏｓｉｏｎｏｆＲＣｃｏｎｓｔｒｕｃｔｉｏｎｓｐｒｏｂａｂｌｙｉｓｔｈｅｍｏｓｔｓｉｇｎｉｆｉｃａｎｔｐｒｏｂｌｅｍａｎｄｏｕｔｗｅｉｇｈｓｏｔｈｅｒｆｏｒｍｓｏｆｄｅｔｅｒｉｏｒａｔｉｏｎ .ＳｔｕｄｉｅｓｂｙＰｅａｔｔｉｅｅｔａｌ.( 1 9…     

论虚拟社区中的青少年行为与心理

虚拟社区是一个供人们围绕某种兴趣或需求集中进行交流的地方。它通过网络，以在线的方式让参与该社区的会员彼此之间进行交流、沟通和分享信息。虚拟社区使人们的社会互动超越时空的限制，会员之间获得较大的自由空间，容易导致部分青少年的行为偏差和心理障碍。因此，应教会青少年处理好多元化的人际关系，帮助他们明确生活目标，搞好学习规划。教师和家长对青少年上网也要加强引导，做好适度的规范与约束。各级组织也要加强网络设施的管理，全力为青少年提供健康、完善的上网环境。     

钩端螺旋体病的实验室检测研究及进展

钩端螺旋体病是由钩端螺旋体所引起的一种人畜共患疾病，其临床症状复杂多变，必须依赖于实验室方法方能确诊。本大综述了钩端螺旋体病的实验室检测方法及其研究进展，并且对这些方法进行了简评。