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41.
ROBERT F. MCMORRIS SANDRA L. URBACH MICHAEL C. CONNOR 《Journal of Educational Measurement》1985,22(2):147-155
Two matched forms of a 50 item multiple-choice grammar test were developed. Twenty items designed to be humorous were included in one form. Test forms were randomly assigned to 126 eighth graders who received the test plus alternate forms of a questionnaire. Inclusion of humorous items did not affect grammar scores on matched humorous/nonhumorous items nor on common post-treatment items, nor did inclusion affect results of anxiety measures. Students favored inclusion of humor on tests, judged effects of humor positively, and estimated humorous items to be easier. Humor did not lower performance but was sought by the students. Potential for more valid and humane measurement is discussed. 相似文献
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MICHAEL J. SUBKOVIAK JOANNE S. MACK GAIL H. IRONSON ROBERT D. CRAIG 《Journal of Educational Measurement》1984,21(1):49-58
Biased test items were intentionally imbedded within a set of test items, and the resulting instrument was administered to large samples of blacks and whites. Three popular item bias detection procedures were then applied to the data: (1) the three-parameter item characteristic curve procedure, (2) the chi-square method, and (3) the transformed item difficulty approach. The three-parameter item characteristic curve procedure proved most effective at detecting the intentionally biased test items; and the chi-square method was viewed as the best alternative. The transformed item difficulty approach has certain limitations yet represents a practical alternative if sample size, lack of computer facilities, or the like preclude the use of the other two procedures. 相似文献
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MICHAEL BONNETT 《Journal of Philosophy of Education》1995,29(3):295-309
There are renewed claims that thinking, or important aspects of it, should be conceived in terms of certain general powers, skills or competencies which should be taught as such. Some possibilities for confusion within this view are identified and it is argued that its undoubted attractions must be weighed against certain severe dangers, particularly with regard to how it may predispose us to conceive of content and its role in thinking. Some implications for teaching of a view of thinking that affirms the sanctity of content are sketched. 相似文献
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MICHAEL WATTS 《Journal of Philosophy of Education》2006,40(3):301-312
Ricoeur's theories of justice are used here to examine the injustice of the utilitarian drive to widen participation in higher education in the UK and, in particular, the attribution of low aspirations and achievements to those young people who do not participate in higher education. Government policy is considered through Ricoeur's theory of the just state; and his 'new commandment' is used to consider the disproportionate sacrifice required of these young people if they are to enter higher education. Despite its specific focus, the paper's arguments are relevant to all policies that conflate social inclusion and economic development. 相似文献
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