英语测试类型及原则概述

本文针对英语测试类型的概念和用途进行了介绍和探讨，分析了衡量英语测试好坏的原则一效度、信度、实用性和反拨作用。作者认为英语测试影响面广，要保证测试的科学性，教师必须加强测试理论修养。     

Multidimensional Linking for Tests with Mixed Item Types

Numerous assessments contain a mixture of multiple choice (MC) and constructed response (CR) item types and many have been found to measure more than one trait. Thus, there is a need for multidimensional dichotomous and polytomous item response theory (IRT) modeling solutions, including multidimensional linking software. For example, multidimensional item response theory (MIRT) may have a promising future in subscale score proficiency estimation, leading toward a more diagnostic orientation, which requires the linking of these subscale scores across different forms and populations. Several multidimensional linking studies can be found in the literature; however, none have used a combination of MC and CR item types. Thus, this research explores multidimensional linking accuracy for tests composed of both MC and CR items using a matching test characteristic/response function approach. The two-dimensional simulation study presented here used real data-derived parameters from a large-scale statewide assessment with two subscale scores for diagnostic profiling purposes, under varying conditions of anchor set lengths (6, 8, 16, 32, 60), across 10 population distributions, with a mixture of simple versus complex structured items, using a sample size of 3,000. It was found that for a well chosen anchor set, the parameters recovered well after equating across all populations, even for anchor sets composed of as few as six items.     

Calibration and Scoring of Tests With Multiple-Choice and Constructed-Response Item Types

This article discusses and demonstrates combining scores from multiple-choice (MC) and constructed-response (CR) items to create a common scale using item response theory methodology. Two specific issues addressed are (a) whether MC and CR items can be calibrated together and (b) whether simultaneous calibration of the two item types leads to loss of information. Procedures are discussed and empirical results are provided using a set of tests in the areas of reading, language, mathematics, and science in three grades.     

How Students Study for Three Types of Objective Tests

Abstract

Fifth grade social studies students of various verbal ability levels were presented lessons with a high degree of structure or a low degree of structure. Structure was defined in terms of the frequency with which concepts were repeated from one sentence to the next. After the lessons students were tested for comprehension of the material covered and then they rated the lessons in terms of perceived effectiveness. Students presented the high structure lessons achieved significantly higher and rated the lessons higher. These findings are discussed in relation to previous research on structure.     

Educational Neuroscience: Its Position,Aims and Expectations

ABSTRACT

An important issue in the discussion on educational neuroscience is the transfer of thought and findings between neuroscience and education. In addition to factual confusions in this transfer in the form of neuromyths, logical confusions, or neuro-misconceptions, can be identified. We consider these transfer difficulties in light of the way educational neuroscience is positioned in relation to the main fields involved: neuroscience, educational sciences and educational practice. A distinction between educational neuroscience as part of neuroscience, educational sciences and as an independent discipline will show that different types of questions are asked within these different positions. Distinguishing these positions will also shed light on the aim and possibilities to transfer knowledge and insights into educational practice and will elucidate the confusions in transfer. While educational neuroscience as part of educational sciences and as an independent discipline aims to directly connect to educational practice, be it in different ways, educational neuroscience as neurosciences does not have this goal or possibility.     

基于Cactus的J2EE程序自动测试

单元测试的自动化越来越受到软件开发企业的重视，但J2EE应用程序实现单元测试自动化却存在一定困难。本文指出原有的测试框架应用于J2EE程序出现的问题，提出了使用Cactus实现J2EE程序单元测试自动化的方法，并给出了实例。     

Explanation in Biology: Reduction, Pluralism, and Explanatory Aims

This essay analyzes and develops recent views about explanation in biology. Philosophers of biology have parted with the received deductive-nomological model of scientific explanation primarily by attempting to capture actual biological theorizing and practice. This includes an endorsement of different kinds of explanation (e.g., mathematical and causal-mechanistic), a joint study of discovery and explanation, and an abandonment of models of theory reduction in favor of accounts of explanatory reduction. Of particular current interest are philosophical accounts of complex explanations that appeal to different levels of organismal organization and use contributions from different biological disciplines. The essay lays out one model that views explanatory integration across different disciplines as being structured by scientific problems. I emphasize the philosophical need to take the explanatory aims pursued by different groups of scientists into account, as explanatory aims determine whether different explanations are competing or complementary and govern the dynamics of scientific practice, including interdisciplinary research. I distinguish different kinds of pluralism that philosophers have endorsed in the context of explanation in biology, and draw several implications for science education, especially the need to teach science as an interdisciplinary and dynamic practice guided by scientific problems and explanatory aims.     

Educational Aims,Ideals, and Activities

Abstract

The effects on student performance and student attitudes of varying the instructional locus of control between students and teachers were investigated. A 2 X 2 factorial design was used that included either teacher regulation or student regulation of 1) the setting of weekly learning goals, and 2) the evaluation of weekly work. After a 4-week period, a mathematics achievement test and a student attitude survey were administered. Results indicated that although teachers set more individual learning goals for students, students who set their own learning goals attained more of them. Students tended to evaluate their work more favorably than teachers, and work evaluations from both teachers and students were higher for students who initially set their own learning goals. In addition, students who were given the opportunity to set their own learning goals reported better goal-setting ability than those for whom goals were externally imposed by the teacher. As predicted, the self-regulated goal setting and evaluation were found to be significantly related to attitudes, but not to mathematics achievement.     

Work,the Aims of Life and the Aims of Education: a Reply to Clarke and Mearman

The main points made by Clarke and Mearman about Winch's article ‘The Economic Aims of Education’ are taken up and discussed. My argument is that work is not necessarily a disutility, although paid employment can be when it is undertaken in conditions that are not fulfilling. Life aims are not the same as educational aims, although educational aims (as opposed to specific curricular aims) are life aims, and can include vocational preparation, a position endorsed in the later writings of R. S. Peters. Such aims can also, contrary to the views of Clarke and Mearman, include preparation for sexual companionship, a view endorsed by, for example, Rousseau.     

A Note on Three Statistical Tests in the Logistic Regression DIF Procedure

Although logistic regression became one of the well‐known methods in detecting differential item functioning (DIF), its three statistical tests, the Wald, likelihood ratio (LR), and score tests, which are readily available under the maximum likelihood, do not seem to be consistently distinguished in DIF literature. This paper provides a clarifying note on those three tests when logistic regression is applied for DIF detection.     

A Comparison of Four Types of Spelling Tests for Diagnostic Purposes

Data from 484 students out of a Hawaiian high school graduating class of 643 were used in a study of post-high school destinations. of these 643 students, 360 were found to have selected academic destinations. They were going either to universities, a regional 2-year branch of the state university, 4-year colleges, junior colleges, or technical schools. A factor analysis of ten variables consisting of teachers’ ratings of school related behavior, verbal (V) and quantitative (Q) School and College Abilities Tests (SCAT) scores, and rank in graduating class (R) revealed two factors: “g” a general intellective factor (SCAT Q and V) and school skills (teachers’ ratings and R). In general the institutions of high academic quality attracted students who were significantly higher on the variables of both factors. Variation from this pattern of choice was discussed in terms of ego self-direction and social control as it affected mobility away from the island location.     

责任的类型、特征与作用

在马克思主义人学视野中,按照客体的不同,责任可以分为对自然的责任、对社会的责任、对他人的责任、对自我的责任以及对人类的责任;按照内容的不同,责任可以分为经济责任、政治责任与文化责任;按承担责任的层次,可以分为因果责任、法律责任和道德责任。人的具体责任虽然各不相同,但是又都具有平衡性和非对称性、功利性和超功利性、历史性和时代性、强制性和自觉自愿性等特征。责任在人的一生中发生着重要的作用,对人生有着十分重要的意义。     

听力题型设置与考生心理障碍关系初探

作为一种复杂的心理认知过程,听力理解涉及各种心理因素的协同作用.在听力测试这一特殊场景下,相对于语言和文化因素,考生心理障碍的作用更为显著.探究听力题型设置与心理障碍间的相互关系,强化克服障碍的元认知策略,对于提升考生的听力水平,以使其在听力考试中正常发挥具有重要意义.     

媒体危机:定义、类型及来源

近年来西方媒体丑闻以及国内媒体负面事件频频曝光,但媒体的危机管理研究还没有得到足够的重视。虽然已有部分学者针对媒体的公信力危机、经营危机等做了一些专门研究。但总体而言,国内外有关媒体危机的研究成果还比较少。本文从分析危机的定义出发,阐释了媒体危机的概念,分析了媒体危机的特征、类型以及来源。对于这些问题的讨论,希望能够对拓宽媒体管理的研究领域有所裨益。     

教育民族志:含义、特点、类型

教育民族志是教育研究的基本方法、取向和成果呈现形式之一。此研究在解说民族志含义的基础上,对教育民族志的基本特点和主要类型作了分析。     

课程资源:界定特点状态类型

课程资源是教育资源的重要组成部分，是课程系统物质、能量和信息等结构元素的源泉，是课程实施中富舍潜能的内容系统和活动支持系统，是课程实施得以高效开展的依托和保证。从本质看，课程资源具有待开发性、人为命定性、多样性、动态性等特点；从开发利用程度看，其有待创生、潜在、现实存在未开发和已开发待利用4种状态；按载体形态和与学习者的关系划分，则有以人、物、活动为载体的资源及直接的资源、教学环境内的资源、教育环境内的资源等类别。     

化学实验“三废”处理与环保教育

在实验教学中重视减少“三废”的产生和无害化处理工作,既可培养学生良好的实验习惯,又能为学生提供亲身体验处理环境问题的机会,使学生将学到的化学理论知识应用于实验室环境污染的治理的实践中,从而获得环境知识和掌握处理环境问题的技能,形成对待环境的正确态度,提高环境意识,最终达到解决环境问题的能力。     

化学实验"三废"处理与环保教育

在实验教学中重视减少"三废"的产生和无害化处理工作,既可培养学生良好的实验习惯,又能为学生提供亲身体验处理环境问题的机会,使学生将学到的化学理论知识应用于实验室环境污染的治理的实践中,从而获得环境知识和掌握处理环境问题的技能,形成对待环境的正确态度,提高环境意识,最终达到解决环境问题的能力 .