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FURTHER RESULTS ON THE STANDARD ERRORS OF ESTIMATE ASSOCIATED WITH ITEM-EXAMINEE SAMPLING PROCEDURES
DAVID M. SHOEMAKER 《Journal of Educational Measurement》1971,8(3):215-220
Defining one observation as the score received by one examinee on one item, the results of this investigation suggest that, for a given test length, item-examinee sampling procedures having the same number of observation have, for all practical purposes, the same standard error in estimating μ but different standard errors in estimating σ. Additionally, the variance of the item difficulty indices (proportion answering the item correctly) was found to be a significant factor in accounting for differences in standard errors of estimating μ between normative distributions differing primarily in degree of skewness. 相似文献
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An empirical comparison of the accuracy of item sampling and examinee sampling in estimating norm statistics. Item samples were composed of 3, 6, or 12 items selected from a total test of 50 multiple-choice vocabulary questions. Overall, the study findings provided empirical evidence that item sampling is approximately as effective as examinee sampling for estimating the population mean and standard deviation. Contradictory trends occurred for lower ability and higher ability student populations in accuracy of estimated means and standard deviations when the number of items administered increased from 3 to 6 to 12. The findings from this study indicate that the variation of sequences of items occurring in item sampling need not have a significant affect on test performance. 相似文献
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DAVID M. SHOEMAKER 《Journal of Educational Measurement》1973,10(3):211-219
Investigated empirically through post mortem item-examinee sampling were the relative merits of two alternative procedures for allocating items to subtests in multiple matrix sampling and the feasibility of using the jackknife in approximating standard errors of estimate. The results indicate clearly that a partially balanced incomplete block design is preferable to random sampling in allocating items to subtests. The jackknife was found to better approximate standard errors of estimate in the latter item allocation procedure than in the former. 相似文献
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For the purpose of obtaining data to use in test development, multiple matrix sampling (MMS) plans were compared to examinee sampling plans. Data were simulated for examinees, sampled from a population with a normal distribution of ability, responding to items selected from an item universe. Three item universes were considered: one that would produce a normal distribution of test scores, one a moderately platykurtic distribution, and one a very platykurtic distribution. When comparing sampling plans, total numbers of observations were held constant. No differences were found among plans in estimating item difficulty. Examinee sampling produced better estimates of item discrimination, test reliability, and test validity. As total number of observations increased, estimates improved considerably, especially for those MMS plans with larger subtest sizes. Larger numbers of observations were needed for tests designed to produce a normal distribution of test scores. With an adequate number of observations, MMS is seen as an alternative to examinee sampling in test development. 相似文献
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P. L. GARDNER 《Journal of Educational Measurement》1970,7(4):271-273
Lord (1959) has shown that the standard error of measurement of a test is, for all practical purposes, directly proportional to the square root of the number of items on the test. More specifically, Lord found empirically that the standard error of a test was equal to . if the reliability of the test was computed by the Kuder-Richardson (KR) 20 formula. If the KR-21 formula was used, the standard error was equal to . . The present paper sets out to show how these relationships may be derived from the defining formulas of reliability and standard error of measurement, if certain simple assumptions about values of test statistics are made. 相似文献
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教学认识过程中的"错误"问题 总被引:6,自引:0,他引:6
石中英 《北京大学教育评论》2006,4(1):1-7,18
文章讨论了对待教学认识过程中学生所犯错误的两种态度:一种视其为教学的失败,另一种则视其为学习主体性的表征。文章分析了这两种态度支配下的课堂生活及其引发的教学危机,并从人性论、认识论和政治哲学三个角度进一步论述了教学认识过程中错误的深刻根源、认识论意义及上述两种态度可能造成的政治后果, 最后提出以理性批评的态度来对待教学认识过程中的错误。 相似文献
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存储过程是一种数据库对象,将执行计划存储在数据库的服务器中,它的执行速度比独立执行同样的程序要快.任何一个设计良好的数据库应用程序都应该用到存储过程.存储过程可以使得对数据库的管理、显示关于数据库及其用户信息的工作容易很多.文中详细分析了Java存储过程的开发步骤. 相似文献
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如何用化学热力学原理来研究生物体系,是人们十分关注的问题.本文仅就热力学中的标准态与生物化学中的标准态的差别以及这种差别对生化反应的标准吉布斯自由能变量、吉布斯自由能变量、标准平衡常数、电动势等带来的影响进行了探讨.结果表明,这些差别和影响是比较大的,是不容忽视的. 相似文献
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The proliferation of terminology in matrix sampling is beginning to cause some minor problems. Presented herein is one set of terms and notation which hopefully will facilitate communication among individuals engaged in all aspects of matrix sampling. 相似文献
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DAVID M. SHOEMAKER 《Journal of Educational Measurement》1970,7(2):123-128
A norm distribution consisting of test scores received by 810 college students on a 150 item dichotomously-scored 4-alternative multiple-choice test was empirically estimated through several item-examinee sampling procedures. The post mortum item-sampling investigation was specifically designed to manipulate systematically the variables of number of subtests, number of items per subtest, and number of examinees responding to each subtest. Defining one observation as the score received by one examinee on one item, the results suggest that as the number of observations increases beyond 1.23% of the data base all procedures produce stochastically equivalent results. The results of this investigation indicate that, in estimating a norm distribution by item-sampling, the variable of importance is not the item-sampling procedure per se but is instead the number of observations obtained by the procedure. It should be noted, however, that in this investigation the test score norm distribution was approximately symmetrical and the possibility should not be overlooked that item-sampling as a procedure may be robust only for symmetrical norm distributions. 相似文献
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William S. Wainwright 《Community College Journal of Research & Practice》2013,37(6):525-534
The study reported in this paper surveyed eight campus deans in the Louisiana Technical College Greater Baton Rouge/Northshore District II Service Delivery Area about the institutional infrastructure for providing workforce training and continuing education to their respective communities. Study results indicated that while all campuses in the District attempted to respond to the customized training needs of business and industry, only a few of the campuses were adequately equipped, staffed, and supported by an effective infrastructure dedicated to delivery of high quality workforce training, including rapid response to inquiries and requests from employers and workers. The study resulted in a regional webpage and portfolio project designed to market a consistent message about workforce training opportunities offered through the Louisiana Technical College District II campuses to support the region as a whole. 相似文献
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John R. Bormuth 《Journal of Educational Measurement》1965,2(1):111-116
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Lorraine Gilleece Jude Cosgrove Nick Sofroniou 《International Journal of Science and Mathematics Education》2010,8(3):475-496
Equity in education is a key concern internationally; however, it is rare that this issue is examined separately for low-
and high-achieving students and concurrently across different subject domains. This study examines student and school background
characteristics associated with low and high achievement in mathematics and science on the Programme for International Student
Assessment. Based on the results of a multilevel multinomial model of achievement for each domain, findings indicate that
a greater number of the variables examined are associated with low rather than high achievement. At student level, home language,
intention to leave school early, socioeconomic status, grade level, cultural capital, and books in the home are significantly
associated with achievement in mathematics and science. At school level, only school average socioeconomic status is statistically
significant in the models. Significant gender differences are found in the distribution of high and low achievers, which vary
across the domains. In mathematics, females are more likely to be low achievers while males are more likely to be high achievers.
In science, gender interacts with early school-leaving intent whereas males intending to leave school early are more likely
to be in the low-achieving group than females intending to leave early. Conclusions emphasise the need for targeting resources
aimed at promoting equity in outcomes at student level as well as at school level. Future work may extend the current analyses
by incorporating domain-specific variables or examining cross-country differences. 相似文献
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忒莫勒 《内蒙古师范大学学报(哲学社会科学版)》2003,32(5)
《内蒙古出版事业概况》是反映内蒙古自治区出版事业的首部专著。笔者在深入分析研究的基础上,以大量实例证明该书质量不高,存在着史实讹误、收录失当等弊病,主要集中在新中国成立前的内容方面。 相似文献
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Lazar Vlasceanu 《Higher Education in Europe》1995,20(1-2):8-12
This article forms the Working Document for the Conference bearing the same title. It reflects the fact that this Conference is the second in what is planned to be a series on quality assessment and accreditation in higher education. Thus it calls for an appraisal of the transition from policy statements to operational developments. The participants in the Conference are invited to describe developments in their countries in terms of the adoption of legal provisions; the establishment of bodies in charge of quality assessment and institutional accreditation; the identification of criteria, performance indicators, and assessment standards; the development of procedures for self‐study and peer‐review; and the identification of the policy and administrative consequences for higher education of the processes of quality assessment and accreditation. 相似文献