一种数列的二阶线性递推公式与通项公式的算法探讨

探讨了由数列的二阶线性递推公式到通项公式的3种不同算法,并对它们各自的优缺点作了分析评价.     

实用试卷成绩统计分析

在教学管理过程中，对试卷成绩统计分析庞大的工作量在一定程度上制约了此项工作开展的广度和深度，基于此，借助于MS Excel数据分析工具，介绍了一种简单易行的试卷成绩统计分析方法。     

The Effect of Item Response Changes on Scores on an Elementary Reading Achievement Test

Abstract

The effect of changing item responses on scores of elementary school children on a standardized achievement test was studied. Previous research, primarily involving non-standardized instruments and adult samples, indicates that changed responses are more likely to be correct than not. Subjects were 165 third grade students using the Metropolitan Reading Tests. Students received no special instructions regarding changing responses. Changes were identified visually and were independently verified. While frequency of response changes was low, such changes generally improved scores. Sex differences in number and success of changes were non-significant. The relationship between frequency of response change and test score was minimal. Responses to difficult items were changed more frequently with less success than changes on easy items. High scorers made more successful changes than did low scorers. Within the limits of the methodology, results clearly indicated that response changes of elementary students on multiple-choice items tend to improve test scores.     

A Bayesian Method for Evaluating Passing Scores: The PPoP Curve

In this note, we demonstrate an interesting use of the posterior distributions (and corresponding posterior samples of proficiency) that are yielded by fitting a fully Bayesian test scoring model to a complex assessment. Specifically, we examine the efficacy of the test in combination with the specific passing score that was chosen through expert judgment, or, in general, any external a priori criterion. In addition, we study the robustness of the test's efficacy with respect to choice of the passing score.     

EDA仿真实验与放大电路理论公式关系的初步探讨

文章通过用两种模拟电子技术教科书中所用的公式求解同一共射放大电路的电压增益,结果两者居然出现不同;再用仿真实验的方法求证计算其电压增益,而结果与用其中一种的结果相吻合,因此提出一个大胆推测：误差比较大的模拟电子技术中用公式rbe=rbb＋（1＋β）Ur/IEQ,在某种条件下rbb=300Ω存在误差。并探讨通过等效公式的推导,对公式中体电阻rbb的经验数据提出一个修正的式子;     

The Effect of Four Sets of Test Instructions on Scores in Mental Ability Tests

Berglund, G. W. (1970). The Effect of four Sets of Test Instructions on Scores in Mental Ability Tests. Scand. J. Educ. Res. 14, 31‐38. Four hundred and eighteen Swedish children (11‐year‐olds) were divided randomly into four experimental groups. Three mental ability tests of the factor type were administered to the groups by means of four different sets of instructions. In the first group the tests were presented as intelligence tests and in the second group as achievement tests. The third group received the original instructions of the tests and the fourth group received routine instructions. It is concluded (a) that the four instructions do not differentiate the groups in power tests, and (b) that the routine instruction does not affect the subjects’ working speed to the same degree as the other instructions.     

数控加工仿真技术的研究

论述了数控加工仿真技术的含义、数控加工仿真的实现方式,以及数控加工仿真技术的研究现状及存在的问题,讨论了数控仿真技术的发展趋势.     

MACHIN算法研究

从估算π值引出麦金算法，并对麦金公式应用初等方法进行推导和证明。利用无穷级数理论和麦金公式估算法，并对麦金公式应用初等方法进行推导和证明。利用无穷级数理论和麦金公式估算π值的许多公式和方法。     

高中生英语语言能力的实证研究

随机抽取150名大学一年级非英语专业本科生作为研究对象,参加高考英语测试和英语语言能力测试;然后,运用SPSS统计软件,统计分析受试的高考英语成绩与语言能力测试成绩的相关关系;最后,从两者的相关关系,讨论分析高考英语命题的负面反拨效应及改革方向,探讨中学和大学英语教学中的英语语言能力培养问题。本研究指出：中学英语教学及测试应重视真实英语语言能力的培养和考核;大学英语教学要注意与中学英语教学的衔接,把教学重点放在学生英语综合应用语言能力的提高上,同时增强其自主学习能力．提高人文素幕．     

英汉省略的语用对比及其文化内涵

省略是英汉语中一种普遍的言语现象 ,在语用上 ,英汉言辞内语境下的非规约性省略表现在 :1 承前省略 ;2 承后省略 ;3 逻辑省略。英汉省略的差异背后有着一定的文化因素。     

Using Propensity Scores for Estimating Causal Effects: A Study in the Development of Moral Reasoning

The purpose of this study was to illustrate the use of propensity scores for creating comparison groups, partially controlling for pretreatment course selection bias, and estimating the treatment effects of selected courses on the development of moral reasoning in undergraduate students. Specifically, we used a sample of convenience for comparing differences in moral reasoning development scores among students enrolled in intergroup dialogue, service learning, psychology and philosophy courses with those of an introductory sociology course. Adopting a propensity score approach included reviewing the empirical literature for its guidance in substantiating the reasons for including pretreatment variables (i.e., pretreatment course-taking behaviors, race, sex, political identification, need for cognition, major, age, pretreatment moral reasoning scores) in our analysis, measuring these variables, and reducing them into a single composite propensity score for each student in our analytic sample. This score then served as the basis for creating a new comparison group and for allowing us to estimate unbiased (or less biased) course-related treatment effects on moral reasoning development. Implications for higher education researchers are discussed.