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81.
Time limits on some computer-adaptive tests (CATs) are such that many examinees have difficulty finishing, and some examinees may be administered tests with more time-consuming items than others. Results from over 100,000 examinees suggested that about half of the examinees must guess on the final six questions of the analytical section of the Graduate Record Examination if they were to finish before time expires. At the higher-ability levels, even more guessing was required because the questions administered to higher-ability examinees were typically more time consuming. Because the scoring model is not designed to cope with extended strings of guesses, substantial errors in ability estimates can be introduced when CATs have strict time limits. Furthermore, examinees who are administered tests with a disproportionate number of time-consuming items appear to get lower scores than examinees of comparable ability who are administered tests containing items that can be answered more quickly, though the issue is very complex because of the relationship of time and difficulty, and the multidimensionality of the test. 相似文献
82.
Brent R. Henze 《Technical Communication Quarterly》2004,13(4):393-421
Although the rhetoric of relatively stable scientific disciplines has been studied extensively, less attention has been paid to discourse formation in young disciplines. The author extends recent theories of genre and disciplinary discourse in a close rhetorical analysis of early papers in ethnological science. Practitioners apply extant rhetorical resources to new disciplinary problems as they learn to identify themselves as participants in a collective project. The young discipline “learns” its discourse from its practitioners. 相似文献
83.
Brent Snider Nancy Southin Rosanna Cole 《Decision Sciences Journal of Innovative Education》2019,17(2):146-162
Rather than providing all the required information as classroom exercises typically do, this international purchase and intermodal transportation competitive in‐class exercise intentionally holds back selected supply chain details. This inquiry‐based learning (IBL) approach simulates a real‐world Distribution Requirements Planning scenario by requiring students to identify what information they need and seek out those details from the instructor while competing with fellow student groups. In this 20‐30 minute exercise students are challenged to identify the all the necessary supply chain activities required to effectively ship patio swings from a supplier in China to a national retail chain in time for a spring sale. Generating the benefits of improved critical thinking in a fraction of the time required for traditional IBL, the approach is best described as a Partial Information Exercise. A student survey (n = 310) found that students strongly supported the inquiry approach, it generated significantly increased interest in global supply chain management roles and responsibilities, and over 91% of participants recommended the exercise continue to be part of the introductory operations and supply chain management course. 相似文献
84.
The contributions to this issue share a focus on design of e-learning environments. Instructional designers stand at very
early stages of knowledge in this area, but with great potential for growth and progress. This commentary offers an activity-based
perspective on e-learning environments, resulting in a flexible stance toward instructional strategies, artifact design, emergent
activity, and learning outcomes. This same flexibility should be evident as we in the field appropriate theories from other
disciplines and develop some of our own. I support the contributors' call for more design research specifically addressing
challenging problems of practice encountered by design practitioners. 相似文献
85.
This review of the empirical literature on the development of the concept of death focuses on 3 components of that concept: irreversibility, nonfunctionality, and universality. These findings overall suggest that the majority of healthy children in modern urban-industrial societies achieve an understanding of all 3 components between 5 and 7 years of age. Since this is also the age at which most children make the transition from preoperational to concrete-operational thinking, some relationship between these 2 processes seems likely. However, attempts to empirically validate that relationship have thus far yielded ambiguous results. Possible reasons for this ambiguity are suggested. 相似文献
86.
Five pigeons were trained to perform a delayed matching-to-sample task in which red- and green-colored keys were presented as sample and choice stimuli, and the duration of a delay interval varied across trials. Experiment 1 investigated the effects on delayed-matching accuracy of signaling different durations of food access for the two correct responses (the differential-outcomes effect), and of signaling nondifferential but larger durations for both responses (the signaled-magnitudes effect). In Condition 1, a vertical bar on either sample signaled different rewards (or different outcomes, DOs) for correct red and correct green responses (0.5 and 3.5 sec, respectively), and a horizontal bar signaled equal durations of food access (or same outcomes, SOs) for these responses (1.5 sec). In Condition 2, the horizontal bar signaled equally large rewards for the two correct responses (3.5 sec), and the vertical bar signaled equally small rewards (0.5 sec). Delayed-matching accuracies were higher on DO trials than on SO trials, and they were higher on large-reward trials than on small-reward trials. However, analyses of discriminability estimates as a function of delay-interval duration revealed differences between the forgetting functions reflecting these two effects. Signaling DOs increased the initial level of the function and reduced its slope relative to signaling SOs, whereas signaling larger rewards increased the initial level of the function but did not affect its slope relative to signaling smaller rewards. Experiment 2 investigated whether the difference between the initial levels of DO and SO functions in Condition 1 resulted from overall longer food access on the former trials. However, varying the food-access times on SO trials across three conditions (0.5, 3.5, and 1.5 sec) failed to produce systematic effects consistent with this hypothesis. The results are discussed with respect to the mechanisms that could be responsible for the two effects. 相似文献
87.
88.
Delaying school entry for a year beyond a child's chronological eligibility for kindergarten is a controversial practice. However, it is unclear from the available literature exactly how common this practice is. The purpose of this study was to examine the incidence of delayed kindergarten entry in a suburban school district over a 12-year period. In this district, school personnel did not make formal recommendations to parents to delay kindergarten entry for their children. A review of the incidence data indicated that, in general, there had been a significant increase in the number of children who had delayed school entry. Furthermore, significantly more males than females had delayed kindergarten entry, and the majority of children who delayed school entry had autumn birthdates, making them the youngest group of children in this study. Implications for school practices are discussed. 相似文献
89.
We analyzed a pool of items from an admissions test for differential item functioning (DIF) for groups based on age, socioeconomic status, citizenship, or English language status using Mantel-Haenszel and item response theory. DIF items were systematically examined to identify its possible sources by item type, content, and wording. DIF was primarily found in the citizenship group. As suggested by expert reviewers, possible sources of DIF in the direction of U.S. citizens was often in Quantitative Reasoning in items containing figures, charts, tables depicting real-world (as opposed to abstract) contexts. DIF items in the direction of non-U.S. citizens included “mathematical” items containing few words. DIF for the Verbal Reasoning items included geocultural references and proper names that may be differentially familiar for non-U.S. citizens. This study is responsive to foundational changes in the fairness section of the Standards for Educational and Psychological Testing, which now consider additional groups in sensitivity analyses, given the increasing demographic diversity in test-taker populations. 相似文献
90.