共查询到20条相似文献,搜索用时 15 毫秒
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Achievement modeling is carried out in groups of students characterized by heterogeneous instructional background. Extensions of item response theory models incorporate variables reflecting different amounts of opportunity-to-leam (OTL). The effects of these OTL variables are studied with respect to their influence on both the latent trait and the item performance directly. Such direct effects may reflect instructionally sensitive items. U.S. eighth-grade mathematics data from the Second International Mathematics Study are analyzed. Here, the same test is taken by students enrolled in typical instruction and students enrolled in elementary algebra classes. It is shown that the new analysis provides a more detailed way to examine the influence of instruction on responses to test items than does conventional item response theory. 相似文献
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以交际语言测试理论为根本依据,对测试效度构建的类型、重要性和动态的实现过程进行了较全面地研究:结合校内成绩测试对效度的侧重要求以及对高职商务英语专业学生语言能力的需求分析,从建构效度、内容效度和效标关联效度三个方面详细讨论如何构建高效度的高职商务英语专业写作能力校内测试。 相似文献
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Federal regulations allow up to 2% of the student population of a state to achieve proficiency for adequate yearly progress by taking an alternate assessment based on modified academic achievement standards (AA-MAS). Such tests are likely to be easier, but as long as a test is considered a valid measure of grade level content, it is allowable as an AA-MAS (U.S. Department of Education, 2007b). In this article, we examine procedures for developing, modifying, and evaluating items and tests using an evolving modification paradigm, as well as a classic reliability and validity framework. Theoretical influences, such as principles of universal design, cognitive load theory, and item development research, are discussed. The Test Accessibility and Modification Inventory, a tool that provides systematic and comprehensive guidance to help educators modify grade-level tests, is introduced. Cognitive lab methods and experimental field tests are then described, along with examples and key findings from each, relevant to AA-MASs. The article concludes with a discussion of precautions, lessons learned, and questions generated about the methods used to improve both access and test score validity for the students who are eligible for this new alternate assessment. 相似文献
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Mark D. Reckase Terry A. Ackerman James E. Carlson 《Journal of Educational Measurement》1988,25(3):193-203
This paper demonstrates, both theoretically and empirically, using both simulated and real test data, that sets of items can be selected that meet the unidimensionality assumption of most item response theory models even though they require more than one ability for a correct response. Sets of items that measure the same composite of abilities as defined by multidimensional item response theory are shown to meet the unidimensionality assumption. A method for identifying such item sets is also presented 相似文献
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《Educational Assessment》2013,18(2):133-147
This article presents a beginning effort to build a taxonomy for constructed-response test items. The taxonomy defines the categories for various item formats in three distinct dimensions: (a) type of reasoning competency employed, (b) nature of cognitive continuum employed, and (c) kind of response yielded. Each dimension is described, and the reasons for incorporating it into the taxonomy are explained. A theoretical rationale for the taxonomy is developed, and advantages and shortcomings of its use are noted. 相似文献
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《Pedagogies: An International Journal》2013,8(3):151-169
This essay explores what it takes to work toward a future of equitable pedagogy and schooling through the presentation of a short ethnographic play entitled The Card (2004). The play is 1 of 5 critically performed ethnographies written to engage pre-service teacher education students in thinking about social justice in education. The essay begins with a discussion of how critical performed ethnography works as an example of "engaged pedagogy" and the ways in which its form and content can promote anti-oppression teacher education. This discussion is followed by the presentation of the play. The Card tells the story of Roberto Rodriguez, a high school teacher, who comes out as a gay man when he tries to help a student being bullied. Embedded in the ethnographic play are the kinds of social practices and beliefs needed to achieve an educational future that recognises social difference and strives for equity. Following the play, a short commentary discusses these practices and beliefs in a more explicit way. The essay concludes with a brief discussion of the questions and issues a recent performance of The Card raised for other teacher educators. This discussion allows for the examination of how the play encourages readers, performers, and spectators to both recognise and respond to social difference in ways that will move schools toward a more equitable future. 相似文献
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Graphical Item Analysis (GIA) visually displays the relationship between the total score on a test and the response proportions of the correct and false alternatives of a multiple-choice item. The GIA method provides essential and easily interpretable information about item characteristics (difficulty, discrimination and guessing rate). Low quality items are easily detected with the GIA method because they show response proportions on the correct alternative which decrease with an increase of the total score, or display response proportions of one or more false alternatives which do not decrease with an increase of the total score. The GIA method has two main applications. Firstly, it can be used by researchers in the process of identifying items that need to be excluded from further analysis. Secondly, it can be used by test constructors in the process of improving the quality of the item bank. GIA enables a better understanding of test theory and test construction, especially for those without a background in psychometrics. In this sense, the GIA method might contribute to reducing the gap between the world of psychometrists and the practical world of constructors of achievement tests. 相似文献
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Kate Allen 《Asia Pacific Journal of Education》1997,17(1):86-93
The College English Test Band Four is rapidly becoming the most widely used qualifying examination in China today. The test includes a direct writing component, although the bulk of the test consists of conventional multiple-choice reading-skills items. The papers of the writing section are sent to various centres where each paper is scored not by multiple readers, but by a single reader. In this article, the accounts of actual scorers are documented, describing the scoring process and the manner in which reliability is maintained. 相似文献
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《Technical Communication Quarterly》2013,22(4):371-392
This article examines the concept of techne in relation to situatedness. Techn? is conceived as techniques for situating bodies in contexts. Although many theorists and practitioners in technical communication are working from ecological and posthuman perspectives with regard to interface designs, this article argues for extending those perspectives to workplace and classroom situations. Starting from a Heideggerian reading of techne, the article moves toward the concept of post-techne, which remakes pedagogical techniques for writing and inventing in institutional contexts. 相似文献
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《教育实用测度》2013,26(2):103-118
Assessment instruments of the future will probably be composed of a combination of different types of questions. Even though different kinds of questions require different scoring procedures, there may be a need to have those different scores combined as a composite. In this article, we describe how mixtures of such scores may be efficaciously combined. Also, if no post hoc adjustment is desired, we provide two characterizations of measurement effectiveness to aid in making unadjusted score combinations efficient. In addition, we explore the implications for test construction of some typical findings. 相似文献
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《The Journal of educational research》2012,105(7):302-306
AbstractOn the basis of previous research and theoretical considerations, the recall of completed and incompleted items in an examination situation was studied as a function of individual differences in repression-sensitization tendencies and resultant achievement motivation (need-for-achievement minus fear-of-failure). The Zeigarnik effect, that is, the greater recall of incompleted over completed tasks was found to be significantly more frequent in Ss of high than low resultant achievement motivation, but no difference was found between repressors and sensitizers in this effect. Results supported Atkinson’s theoretical analysis of achievement motivation and task recall but did not support a repression analysis. No significant level-of-aspiration differences were obtained between Ss high or low in resultant achievement motivation or between repressors and sensitizers. 相似文献
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朱晓华 《渭南师范学院学报》2014,(4):62-65
真实性是交际语言测试面临的最重要的问题之一。引述有关现代测试理论对真实性的论述以及对阅读测试的要求,然后对一份英语学业测试卷阅读项目进行相关分析和对比研究。通过与理论标准的对照。求证这份试卷的真实性程度,以达到发现差距、缩小差距,对测试的科学性和客观性进行有益探索的目的。 相似文献
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This study explored the effects of a Problem-Based Computer-Assisted Instruction (PBCAI) on students' earth science achievement in Taiwan. One hundred and fifty-nine 10th grade students enrolled in four sections of a mandatory earth science course participated in this pretest–posttest control-group experiment. During a 2-week period, the experimental group students (n = 84) received the PBCAI while the comparison group students (n = 75) received a Direct-Interactive Teaching Method (DITM) accompanying with regular computer-internet usage. An analysis of covariance on the Earth Science Achievement Test posttest scores with students' IQ and pretest scores as the covariates suggested that (a) the PBCAI was more effective in promoting students' achievement than was the DITM (F = 4.91, p < .028), and that (b) students in the experimental group had significantly higher achievement scores than did students in the comparison group, especially on the knowledge (F = 7.74, p < .017) and comprehension (F = 5.73, p < .017) test items, but not on the application (F = .07, p > .017) test items. 相似文献
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Maarten Vansteenkiste Willy Lens Andrew J. Elliot Bart Soenens Athanasios Mouratidis 《教育心理学家》2014,49(3):153-174
An important recent development in the achievement goal literature is to define achievement goals strictly as aims. In this overview, we argue that this restrictive definition of achievement goals paves the way for a systematic consideration of the autonomous and controlled reasons underlying individuals’ achievement goals, a distinction central to self-determination theory. To stimulate work in this area, we formulated five propositions, arguing that consideration of the “why” (i.e., type of reasons) in addition to the “what” (i.e., type of aims) of achievement goals (a) provides an account for the regulatory basis of achievement goals, (b) opens the door for other motivation theories to be linked to the achievement goal literature, (c) matters in terms of predicting outcomes, (d) allows for a richer account of contextual forces influencing motivation, and (e) sets the stage for an enriched hierarchical model of achievement motivation. In closing, we discuss various future research directions. 相似文献