Validation of the child sex abuse attitude scale through confirmatory factor analysis

A validation study was conducted on the Child Sex Abuse Attitude Scale (CSAAS) using confirmatory factor analysis (CFA) to examine factor structure. The CSAAS was developed based on Festinger's (1957) theory of attitude development resulting in a 4‐factor first‐order structure (cognition, value, affect, and behavior) and a single‐factor 2nd‐order structure (attitude). A sample of 215 school psychologists, members of the National Association of School Psychologists, responded to the CSAAS survey. CFA results supported the hypothesized factor structure of the CSAAS, thus indicating the plausibility of a 4‐factor 1st‐order and a single‐factor higher order structure of the CSAAS.     

七十载自主创新结硕果 新时代科技报国谱新篇

<正>2019年是中华人民共和国成立70周年。70年来,全国各族人民同心同德、艰苦奋斗,取得了令世界刮目相看的伟大成就。70年来,在党的坚强领导下,广大科技工作者始终以实现国家富强、民族振兴、人民幸福为己任,自力更生、勠力同心,我国科技实力实现了跟跑、并跑乃至领跑的历史性跨越,我国已成为具有重要国际影响力的科技创新大国,并正向世界科技强国的宏伟目标迈进。70年来,我国科技事业实现了历史性、整体性、格局性的重大变化。新中国成立初期,面对西方国家的全面封锁和国家发展百废待兴的局面,党中央发出了"向科学进军"的伟大号召,确立了"重点发展、迎头赶上"的科技发展方针,中国科技事业由此开始建立自主体系、奠定坚实基础。改革开放之初,和平与发展成为时代发展的主题,"科学技术是第一生产力"成为全社会共识,我国迈入了"科学的春天",确立了"经济建设必须依靠科学技术、科学技术必须面向经济建设"的科技方针,中国科技事业由此全面融入国民经济发展全局、全面融入全球科技创新体系。世     

Research abstracts

Abstracts are compiled by Nancy R. Preston, ERIC Clearinghouse on Information Resources, Syracuse University, Syracuse, NY 13244-2340. Telephone: 315-443-3640. Internet: ERIC@SUVM.SYR.EDU.     

A Comparison of Equal Percentile and Partial Credit Equatings for Performance-Based Assessments Composed of Free-Response Items

This study compares the equal percentile (EP) and partial credit (PC) equatings for raw scores derived from performance-based assessments composed of free-response (open-ended) items clustered around long reading selections or multistep mathematics problems. Data are from the Maryland School Performance Assessment Program. The results suggest that Masters (1982; Wright & Masters, 1982) partial credit model may be useful for equating examinations composed of moderately easy (or not too difficult)items sharing a first principal component with at least 25% of the total variance. This conclusion appears to hold even in the presence of some level of response dependency for the items within each cluster. Although visible discrepancies were found between PC and EP equated scores in the skewed tail of the score distributions, the direction of these discrepancies is unpredictable. Therefore, it cannot be concluded from the study that the two methods give equivalent results when the distributions are markedly skewed.     

Predicting item difficulty of science national curriculum tests: the case of key stage 2 assessments

Predicting item difficulty is highly important in education for both teachers and item writers. Despite identifying a large number of explanatory variables, predicting item difficulty remains a challenge in educational assessment with empirical attempts rarely exceeding 25% of variance explained.

This paper analyses 216 science items of key stage 2 tests which are national sampling assessments administered to 11 year olds in England. Potential predictors (topic, subtopic, concept, question type, nature of stimulus, depth of knowledge and linguistic variables) were considered in the analysis. Coding frameworks employed in similar studies were adapted and employed by two coders to independently rate items. Linguistic demands were gauged using a computational linguistic facility. The stepwise regression models predicted 23% of the variance with extended constructed questions and photos being the main predictors of item difficulty.

While a substantial part of unexplained variance could be attributed to the unpredictable interaction of variables, we argue that progress in this area requires improvement in the theories and the methods employed. Future research needs to be centred on improving coding frameworks as well as developing systematic training protocols for coders. These technical advances would pave the way to improved task design and reduced development costs of assessments.     

前行、攀升与飞翔——与朱永新对话教师专业发展

教师专业水平的高低决定其教学效果的优劣,影响教师专业水平高低的因素一是师范教育的质量,二是教师的继续教育与提高。而面对教师队伍现状,后者显得更为重要。作为已经进入教师队伍的教师,可以从三个方面去提高自己的专业素养和专业水平:专业阅读——站在大师的肩膀上前行;专业写作——站在自己的肩膀上攀升;专业发展共同体——站在集体的肩膀上飞翔。