测量学中古典论与概推度论的比较

本文在简单介绍测量学中古典论和概推度论的基础上,对二者各自的特点进行了比较。结合模拟案例,以误差的多来源问题为切入点,着重探讨了古典论的局限与概推度论相应的优势,以及两种理论之间本质上的差异。     

The Dependability of NSSE Scalelets for College- and Department-level Assessment*

College and university administrators, as well as faculty members, are more likely to take responsibility for student learning if they believe that the assessment data represent their students and suggest specific actions for improvement. This study examined whether it is feasible to develop scalelets (i.e., focused measures, usually consisting of four or five items) that provide dependable metrics for assessing student learning at the college or department level. A generalizability analysis of 12 scalelets from the National Survey of Student Engagement (NSSE) indicated that the scalelets provided dependable measures of educational effectiveness with 25–50 respondents. *SAIR 2004 Best Paper. Presented at the annual meeting of the Association for Institutional Research, Sandiego, CA, March 2005.     

改进普通话测试的概化理论分析

根据概化理论的原理和方法,讨论了普通话测试的测验设计问题。研究发现,国家语委实施的普通话测验从总体上说具有较高的信度。其中,测验的第一和第二部分的信度要高一些,而第三部分的信度要低一些。改进测验设计的首要方法是提高分测验三的信度。具体来说,评分者个数为2、题目数量为25是一个最低要求的设计方案。若要求信度值较高（如Eρ^2＝0．60以上）,则宜选择评分者个数为2、题目个数接近50,或评分者个数为3、题目个数大于30的测量设计。     

概化理论在结构化面试评分误差中的应用研究

应用概化理论对结构化面试的评分误差的控制问题进行了研究。结果表明:结构化面试评分能够较好地反映出被试的真实能力水平,评分具有较高的信度;在保证较高的面试评分信度(0.80)的情况下,建议将考官人数减少至9名,以提高结构化面试的经济性和效率性。     

The Use of Generalizability (G) Theory in the Testing of Linguistic Minorities

We contend that generalizability (G) theory allows the design of psychometric approaches to testing English-language learners (ELLs) that are consistent with current thinking in linguistics. We used G theory to estimate the amount of measurement error due to code (language or dialect). Fourth- and fifth-grade ELLs, native speakers of Haitian-Creole from two speech communities, were given the same set of mathematics items in the standard English and standard Haitian-Creole dialects (Sample 1) or in the standard and local dialects of Haitian-Creole (Samples 2 and 3). The largest measurement error observed was produced by the interaction of student, item, and code. Our results indicate that the reliability and dependability of ELL achievement measures is affected by two facts that operate in combination: Each test item poses a unique set of linguistic challenges and each student has a unique set of linguistic strengths and weaknesses. This sensitivity to language appears to take place at the level of dialect. Also, students from different speech communities within the same broad linguistic group may differ considerably in the number of items needed to obtain dependable measures of their academic achievement. Whether students are tested in English or in their first language, dialect variation needs to be considered if language as a source of measurement error is to be effectively addressed.     

教育测量和评估中多元概化理论的应用

介绍了在教育测量和评估中运用多元概化理论的优势,使用多元概化理轮的过程步骤,以及能够提供给研究者的各种结论和信息。认为可以帮助初学者了解多元概化理论,并为使用者提供了使用方法。     

A Universal Model of Giftedness – an adaptation of the Munich Model

The Munich Model of Giftedness (MMG) by Heller and his colleagues, developed for the identification of gifted children, is adapted and expanded, with the aim of making it more universally usable as a model for the pathway from talents to performance. On the side of the talent-factors, the concept of multiple intelligences is introduced, and the moderating factors proposed in the MMG are discussed and categorized. The environmental moderators are interpolated as to incorporate not only “school-settings” but also “work-settings”.     

情商理论研究的社会价值及其局限性

长期以来,人们对智商的研究和智力的开发极为重视,并以智商的高低来推断个人日后能否成功,然而,在现实生活中,人们却发现对个人的成功起决定作用的不是智商而是情商的高低。因此,人们在研究智商的过程中,为了弥补智商的不足,提出了情商的概念。这一理论的提出对人们认知观念的改变;教育观念的革新;心理学研究方法的丰富和完善以及心理教育的全面开展均具有重要影响,但情商作为一种新的理论体系,还存在站要领模糊不清,过分夸大其作用等局限性。     

Exceptionality and gifted education: a re-examination of its hard core

The commentaries to our target article Towards a systemic theory of gifted education differed in their assessments of the various arguments we put forward. Of the more than 40 responses to our target article, 27 responses were chosen as being representative of all commentaries. We grouped the responses according to the main points in our target article, including our claims that current approaches to gifted education are ineffective, current models of giftedness are generally flawed, and systemic models of giftedness represent an advancement in the way that giftedness can be understood. Next, we outlined a systems approach to gifted education, based on the actiotope model of giftedness as its theoretical foundation. Finally, we argued that the systemic theory of gifted education represents a paradigm shift in the way we view the development of exceptionality.     

44例幼儿智力测定结果及其发展特点分析

现代教育应重视学生智力的发展和培养。本文采用华东师范大学心理测量中心监制的《简易个别智力量表》（简体中文版）,对华东师大附属幼儿园的部分不同年龄段的学生随机抽样进行研究,以期帮助家长和老师有针对性的对孩子的未来发展和培养方向做出科学合理的规划和选择,从而避免教育的盲目性和模式化。通过本次施测使人们了解幼儿智商发展的一般趋势并就该量表施测方面的规范性与科学性进行相关的探讨。