The concurrent validity of the Expressive One-Word Picture Vocabulary Test for Mexican-American children

The Expressive One-Word, Picutre Vocabulary Test (EOWPVT) and the Peabody Picture Vocabulary Test-Revised (PPVT-R) were administered to 50 bilingual, Mexican-American children in grades 3-5. The students' relative performance on these two vocabulary tests, as well as their error patterns, was examied. The results revealed that the EOWPVT has adequate concurrent validity with the PPVT-R, and that on both tests the students' scores were almost two standard deviations below the normative mean. The outcome indicating that the expressive vocabulary score was higher than the receptive vocabulary score is explained in terms of differences of item content and in the composition of the norm samples for the two tests. Items that generated high error rates are identified to facilitate appropriate interpretation of the EOWPVT when used with Mexican-American children.     

低龄儿童词义理解的制约因素

影响低龄儿童词义理解的因素主要有认知能力、社会化交往活动、母语类型、成人言语输入等等。本的结论是在个案调查的基础上得出的。相信这项工作能够给早期教育一些启发。     

听力测试效度和信度的研究

听力测试是语言测试的一个重要组成部分.在听力测试的设计中,试卷设计者应该将信度和效度结合起来.该文对测试的两个重要因素——信度和效度进行了研究:解释了信度和效度的概念,影响信度和效度的因素,在听力测试设计中经常出现的问题以及如何解决这些问题.     

A predictive validity study of the Kaufman Assessment Battery for Children with the California Achievement Test

The Kaufman Assessment Battery for Children (K-ABC) was administered to 44 4th-, 5th-, and 6th-grade students. Six months later, all students received the California Achievement Test (CAT). Significant positive correlations were obtained between K-ABC variables and CAT scores. CAT subtest scores and total score correlated higher with the K-ABC ACHV scale than with the K-ABC SEQ, SIM, or MPC scales on 8 of the 12 comparisons. The results support the predictive utility of the K-ABC, and also provide support for the differential validity of the K-ABC achievement vs. mental processing scales.     

听力测试效度和信度的研究(英文)

听力测试是语言测试的一个重要组成部分。在听力测试的设计中,试卷设计者应该将信度和效度结合起来。该文对测试的两个重要因素——信度和效度进行了研究:解释了信度和效度的概念,影响信度和效度的因素,在听力测试设计中经常出现的问题以及如何解决这些问题。     

Reliability and concurrent validity of light's retention scale

Light's Retention Scale was completed for 123 candidates to repeat the first grade. These same first-grade children were tested with a number of measures of maturity, including achievement tests, measures of intellectual functioning, visual-motor integration, self-concept, and physical maturity. Results indicated that Light's total score is not sufficiently reliable and has little concurrent validity for making retention decisions. The total score should never be used.     

Reliability and concurrent validity of the DUSO affectivity assessment device

Forms M and L of The DUSO Affectivity Assessment Device were administered to 23 first-grade children. Alternate form reliability was significant at the .02 level of confidence. Forty-five first-grade children were administered Form L of The DUSO AAD and one week later the California Test of Personality. Concurrent validity correlations were significant for the total group and for subgroups differentiated by sex.     

Word操作题测试系统的设计与实现

本文详细论述了Word操作题测试系统的数据库方案,通过分析三个子系统(管理子系统、考试子系统、成绩子系统)的功能,提出了一个体现现代教学理念的阅卷方案。     

国外字词识别研究对阅读教学的意义

自上个世纪90年代以来,字词识别研究再次成为心理学领域的一个热点问题,国外心理学界在这方面取得了一些进展。其中,关于字词识别心理机制的研究,不仅使我们更加深入地了解了字词识别在篇章理解中的作用,而且,也为语篇理解和阅读教学提供了重要的方法论启示。     

Content,concurrent and construct validity of the leadership skills inventory

The Leadership Skills Inventory was designed to assist students at the upper‐elementary, secondary, and post‐secondary levels in analyzing the strength of their leadership skills. This study was a subsidiary analyses of the research of Edmunds & Yewchuk (1996) to examine the content, concurrent and construct validity of the LSI. The results of a critical semantic comparison indicate support for content validity. Concurrent validity was supported statistically significant positive correlations between the LSI and all other leadership indicators. Interestingly, all nine categories of the LSI had statistically significant positive correlations with each other. Factor analysis revealed that the LSI contained only one factor, not nine as the separate categories infer. This supports the construct validity of the LSI, but as having only one construct, not nine as the categories suggest. There appears to be merit in using the LSI as a leadership indicator. However, further research is needed to improve its psychometric qualities.     

The Rosenberg Self-Esteem scale and Harter's Self-Perception profile for adolescents: a concurrent validity study

The Rosenberg Self-Esteem Scale (RSE) is a widely used measure of global self-esteem. Although its psychometric properties have found considerable support, its relationship to a multidimensional scale of self-concept has yet to be investigated. The sample for this study consisted of 150 adolescents randomly drawn in equal numbers and equated by gender from grades 8 to 12. Along with the RSE, Harter's Self-Perception Profile for Adolescents was administered to assess the adolescents' self-concept in nine separate domains. Correlational and cross-validation multiple regression analyses found that the RSE total score and both its factor scores were strongly related to Global Self-Worth, supporting Rosenberg's conclusions that his scale is a measure of global self-esteem and that its two identified factors are essentially measuring one rather than two different constructs. Other findings include a gender difference, with females reporting significantly lower RSE scores, and modest correlational support for a grade level rise found in the literature.     

阅读理解多项选择题项目分析

为保证语言测试题目的质量和加强题库建设,本文基于经典测试理论,使用Gitest Ⅲ对一份高考试卷（阅读部分）题目进行项目分析,结果显示：该阅读题目的难度、区分度较理想,但难度分布并不理想。建议在使用题库中的组合试卷前先进行试测,以改进试题的难度分布以及部分题目选项的质量,从而提高试题的信度和效度。     

The concurrent validity of the Cognitive Levels Test with the Wechsler Intelligence Scale for Children-Revised for a sample of referred children and youth

The present investigation compared the Cognitive Levels Test (CLT) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) scores for 55 children who were referred for remedial educational services. A comparison of the correlations for each of the criterion measures from the WISC-R showed a consistent significant positive relationship with the CLT. A repeated measures analysis of variance that compared standard scores for the CLT with those of the WISC-R indicated that significant differences existed between WISC-R IQs and the CLT Cognitive Index. Implications concerning the validity of the Cognitive Levels Test are discussed.     

阅读理解--成人教育学位英语考试的关键

本文就成人英语学习中出现的阅读理解的问题进行分析并提出改进方法。     

命题者：影响阅读理解测试效度的一个因素

本研究应用项目反应理论,从被试的阅读能力值和题目的难度值这两个方面,分析阅读理解测试中多项选择题命题者对考试效度的影响。实验设计中,将两组被试同时施测于一项“阅读水平测试”,根据测试结果估计出的两组被试能力值之间无显著性差异。再次将这两组被试分别施测于两位不同命题者所命制的题目,尽管这些题目均产生于相同的阅读材料,且题目的难度值之间并没有显著性差异,被试的表现却显著不同。Rasch模型认为,被试表现由被试能力和试题难度共同决定。因此,可以推测,这是由于不同命题者所命制的题目影响了被试的表现,并进而影响了使用多项选择题进行阅读理解测试的效度。     

阅读与阅读测试研究概述

阅读是人们获取信息的重要手段之一。阅读测试是语言测试的一个重要部分。介绍阅读的有关理论、阅读测试的设计原则和题型以及与阅读、阅读测试有关的实证研究,可以促进对我国各种英语考试中阅读测试的研究,改进我们的测试和教学。