The Demand for Standardized Student Testing

What does the American public think about standardized testing? D o Americans test too much? Does the public believe that tests are a good way to learn about how well students are doing and to encourage them to d o better? What d o students, teachers, and administrators think?     

生育观念上男女性别不平等的理性思考

面对生育观念上男女性别不平等的现状,以独到的视角详细分析了其背后的种种原因,在全面阐述其负面效应的基础上,审时度势地提出倡导生育新风、消灭性别歧视、解除后顾之忧、打击非法胎鉴等较为全面的对策。     

Access数据库在高校招生录取中的应用

全国普通高校招生网上录取软件院校子系统是高校录取新生的唯一指定软件,但此软件并没有提供单个字段或某些字段的输出功能,给高校录取结束后的工作带来不便。基于Access（2000、2003）数据库结合多年的招生经验总结一个不依赖录取软件的当前数据库的通用数据库报表,方便输出学校具体要求的报表以及通知书和EMS的详情单打印。     

Standardized Testing in College Admissions: Observations and Reflections

Reflecting upon the experience serving on the University of California's Standardized Testing Task Force, and drawing lessons learned, I argue that the COVID-19 pandemic has merely served to accelerate the trend of US higher education institutions moving away from current standardized tests. New educational assessments will continue to be produced. There will be strong calls for the making of completely different assessments than currently available. Educational measurement as field has much to offer and to learn.     

谈开放教育的标准化考试

随着科学技术的发展和计算机技术在教育领域的广泛应用，实现标准化考试在技术上越来越可行，但在环境上必须要有专业化的考试组织机构和与之考试管理相配套的考务软件系统，在考试内容上要有完善、科学、高质量的试题库相支持。本从几个方面阐述了标准化考试的基本条件和要求，供同行与老师们参考。     

妇女顶否半边天——从近代文学作品透视男女平等问题

古代中国,妇女的阶级地位显然从属于男性。而在20世纪中国,一项重大的社会变革就是"男女平等"政策的提出。但是男女地位就真的获得了平等吗?在本文中,我们将分析近代中国的六篇典型文学作品,并讨论妇女社会地位的变化,男权主义思想的遗留,以及其背后的性教育缺失。     

扩大开放远程学习的规模并提高保持率——马来西亚开放大学的策略(英文)

作为马来西亚第一所开放远程学习机构,马来西亚开放大学的创建旨在通过向不同背景的人士提供高等教育机会,从而帮助政府实现教育民主化的倡议。然而,这里存在两个明显不相容的议题,一是无所不包,另一个就是卓越。为了应对这一挑战,马来西亚开放大学设计并实施了一些策略,以确保获得学习机会的学习者能有成功的机会,这些策略涉及到开放远程学习的很多方面,例如入学要求、提供相关专业和课程、适当的评估和监控。本文还介绍了规模和保持方面的问题,以及未来一些新的确保教育公平、灵活的方法。     

计算机等级考试机试应考策略

针对等级考试的特点 ,提出了应考的基本技巧和策略     

The Effects of Standardized Testing on Teaching and Schools

How much influence does standardized testing exert on teaching and learning in upper elementary classrooms? Is there any difference between the impact of testing on low-SES and high-SES classrooms? How much impact does “teaching to the test” appear to have on test scores?     

Quick-Key: The Latest Step in Hand-Scoring Exams

In this article we draw parallels between defined critical features of response-to-intervention (RTI) and the mastery learning approach described in the general education literature by Benjamin S. Bloom. We posit that these two processes include many common elements but that each incorporates unique elements that could potentially complement and strengthen the other. Finally, we outline the specific advantages a synthesis of these two processes offer both special educators and general educators in their efforts to enhance the effectiveness of instructional programs for all students.     

对开放教育考试作弊事件的深层思考

借办好开放大学之机,将造成考试作弊的深层次问题解决。即将层级化管理向扁平化管理转变;减少教学平台数量,使省级电大教学平台成为面向全省的核心平台、事例资源,为学生提供一站式服务;认真研究学生需求,向学生提供有效的学习支持服务。     

Testing Inequality Constrained Hypotheses in SEM Models

Researchers often have expectations that can be expressed in the form of inequality constraints among the parameters of a structural equation model. It is currently not possible to test these so-called informative hypotheses in structural equation modeling software. We offer a solution to this problem using Mplus. The hypotheses are evaluated using plug-in p values with a calibrated alpha level. The method is introduced and its utility is illustrated by means of an example.     

The Use and Misuse of Standardized Testing: A Whiteheadian Point of View

First an overview is given about the actual national and international situation concerning standardized testing. Then two major reasons are presented why accountability systems based on standardized testing have become so widespread: (a) the missing validity and reliability of teachers’ assessment of students’ achievement, and (b) the important role standardized testing plays for out-put management in educational systems.On the basis of these considerations Alfred North Whitehead’s critical remarks on external standardized testing are presented. Whitehead’s main point is that external standardized testing limits the freedom of teachers to adapt to the complex, situation specific circumstances in order to obtain a maximum of the creative learning process for students who are conceived as specialists. Instead external testings lead to “teaching to the test.” As a consequence, the attitude of creative, adventurous exploration is undermined and substituted by simple pattern recognition, narrow visions, and even boredom. Finally, the question is raised whether there is any possibility of developing a measurement tool which on the one side meets scientific test criteria, and on the other side is still flexible enough to do justice to needs of individual schools – which according to Whitehead are the essential educational unit – and not vice versa, as it is the case at present with external standardized testing. That such a flexible approach to evaluation is possible is demonstrated by the presentation of the basic ideas of the MSS (Module Approach to Self-Evaluation of School Development Projects) which has been developed and examined in ten schools by the author and his collaborators.     

The Devaluation of Standardized Testing: One District's Response to a Mandated Assessment

This study examined teacher testing-related attitudes and practices in a relatively unexplored educational assessment setting: court-ordered achieve- ment testing. Responses to a mail survey from teachers (representing Grades 3,4, and 5) in 17 elementary schools in a Midwestern urban district suggested that teachers engaged in a large number of test preparation practices preceding mandated Iowa Tests of Basic Skills (ITBS) testing. Most teachers reported that the results of ITBS testing did not provide benefits that offset the time and costs associated with testing. Teachers reported finding minimal value in the purpose or results from the tests. Furthermore, teachers indicated having experienced pressure from others, inside and outside their school, to improve student scores. Engagement in inappropriate testing practices was found to be substantially greater than had been previously reported in other studies of testing impact. Correlations and path analysis indicated that teacher engagement in inappropriate testing practice was unrelated to the intensity of pressure to improve test scores. Teachers who perceived less value and benefit associated with testing were more likely to engage in inappropriate practices.     

Social Inequality and Access to Higher Education in Russia

This article analyses research on social inequality and access to higher education in Russia. It argues that the myth about equality of life chances, as with certain other myths, was an important part of the Soviet ideology. However, children from privileged groups traditionally received the education and professional training which were most advantageous for their subsequent lives and careers. Recent research indicates that conditions in post-Soviet Russia are not eliminating social differentiation. This is clearly seen in access to higher education. It is shown that the inequality is noticeable in secondary education and is aggravated during the transition to higher education and vocational training (universities, colleges, vocational schools). In order to explain the genesis of such inequality, the article considers research focusing on the situation at secondary school. The dynamics must be analysed over a long period, since the problems that post-Soviet youth face today have roots in the Soviet past. Hence, the article considers the results of studies conducted between the 1960s and today.     

开放存取模式下高校学报之发展

通过分析国内外高校期刊的出版现状,阐释我国高校学报采取开放存取出版的方式,并指出我国高校学报采用开放存取模式应注意的几个方面。以期高校学报能最大限度地发挥学术期刊在公共利益方面的效能。