A comparison of the WISC information and arithmetic subtests with a multiple choice procedure using kindergarten,first-, and second-grade children

Fifty-nine children in kindergarten, first, and second grade were given the WISC information and arithmetic subtest. Approximately three weeks later, the subjects were presented with the same questions, and four multiple choice answers were shown and read to them. The number of correct responses on each subtest for each presentation method was recorded. The multiple choice method of presentation response yielded significantly higher scaled scores than did the standard WISC presentation with the free response mode of testing.     

1972 Revision of the Stanford-Binet: A farewell to the mental age

Inspection of the 1972 revised norms for the Stanford-Binet demonstrate that the average mental age for a particular CA no longer numerically corresponds to that CA. Thus, mental ages derived from the test cannot any longer be interpreted as mental ages. A table of test ages based on the 1972 norms is provided.     

网上的教与学研究:积极者、旁观者和消极者

随着网上课程的大量涌现,我们亟须通过实证研究来获得强有力的依据,为网上教学的实践提供指引,为网上教学质量提出评价标准。本论文旨在通过对当今教学论中的某些元素的分析,架构一个基于实证研究的框架,进而发展教学设计的原理,成为网上教与学的实践基础。通过实证研究获得的结果,既信度良好,而且切实可行,可以成为发展远程教育理论和实践的基础。