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91.
This study investigates the degree to which grades based solely on constructed-response (CR) questions differ from grades based solely on multiple-choice (MC) questions. If CR questions are to justify their higher costs, they should produce different grade outcomes than MC questions. We use a data set composed of thousands of observations on individual students in introductory economics classes at a large public university. We note that the instructors of these classes made conscientious efforts to write CR questions that assessed higher levels of learning (Bloom, 1956). Despite this, we find relatively little difference in grade outcomes. Our analysis suggests that switching from an all-CR assessment to an all-MC assessment would produce grade variations that are similar to the differences that are observed for students across different tests. Although other studies have focused on test scores, frequently AP test scores, our study is the first to focus attention on university grades. We hope that our inability to identify substantial benefits to CR questions in terms of grades will stimulate further research to identify substantive benefits from using the more costly CR questions. 相似文献
92.
The purpose of this study was to explore the influence of the number of targets specified on the quality of exploratory factor analysis solutions with a complex underlying structure and incomplete substantive measurement theory. Three Monte Carlo studies were performed based on the ratio of the number of observed variables to the number of underlying factors. Within each study, communality, sample size, and the number of targets were manipulated. Outcomes included a measure of congruence and a measure of variability with regard to the rotated pattern matrix. The magnitude of the main effect for the influence of the number of targets on congruence and variability ranged from moderate to large. The magnitude of the interaction between the number of targets and level of communality ranged from small to moderate with regard to congruence and variability. Consistent with theoretical expectations, the minimum number of targets to specify to be reasonably assured of obtaining an accurate solution varied across study conditions. 相似文献
93.
以掌握湘西自治州9-12岁农村留守儿童身体形态状况为研究目的,对苗族、土家族与汉族9-12岁农村留守儿童身高、体重、坐高、胸围、腰围、臀围6个身体形态指标进行测试。结果表明,在身高、体重、坐高、胸围的均数与年均增长值基本趋势是汉族>土家族>苗族,男生9-12岁各年龄段增长幅度逐年递增,女生10-11岁是增长幅度最大年龄段,出现发育突增期;不同民族在腰围、臀围的增长幅度并不遵循身高增长幅度规律。综合6项身体形态指标与全国同龄儿童比较,反映出湘西自治州9-12岁农村留守儿童属单细、瘦弱的体型。 相似文献
94.
95.
[目的/意义]在线评论在消费者网络购物决策过程中解决信息不对称的作用日益显著,探索在线评论有用性影响因素对消费者和商家都具有重要意义。[方法/过程]以信号传递理论为框架,从与评论内容、评论者和反馈有关的信号构建在线评论有用性影响因素模型,同时考虑商品类型的调节作用,并分析了信号环境的影响。[结果/结论]通过亚马逊中国网站获取客观数据进行实证研究,发现负面评论、评论字数越多、评论含有图片、评论者对信息有披露、评论者排名越靠前、评论回应数量越多则评论有用性越高,商品类型在评论情感倾向、评论图片对评论有用性影响中起到了显著的调节作用,并且信号影响评论有用性受到信号环境的影响。 相似文献
96.
Maria Nicholas 《International Journal of Research & Method in Education》2018,41(2):125-141
This paper explores the affordances of using video-based research to capture a multiplicity of events, along with multimodal representations when producing data related to adult–child book readings. In doing this we answer two questions: (1) why more than one event is needed when seeking a comprehensive collection of information for the purpose of analysis; and (2) why one mode of data production alone (e.g. audio recordings or note taking) is insufficient to record practice or interviews when richness is of priority. This research used three videoed events to produce data. These included videoing: (1) caregiver–child interactions during four shared book reading sessions, (2) interviews with caregivers immediately following each of the reading sessions and (3) video-stimulated discussions with caregivers within two months of the final shared book reading. In this paper, I contribute to discussions that highlight the affordances of using video-based research as a means of capturing the multimodal elements of an experience, which can contribute to the analysis and interpretation of data. I expand on this, however, to suggest that when coupled with a multiplicity of events, video-based research can be a means of pursuing richness via a method that has been criticized for its narrow subjectivity. 相似文献
97.
Andrew Schaefer Rene E. D. Ferdinands Nicholas O’Dwyer 《Journal of sports sciences》2020,38(10):1085-1095
ABSTRACT Fast bowling is categorised into four action types: side-on, front-on, semi-open and mixed; however, little biomechanical comparison exists between action types in junior fast bowlers. This study investigated whether there are significant differences between action-type mechanics in junior fast bowlers. Three-dimensional kinematic and kinetic analyses were completed on 60 junior male fast bowlers bowling a five-over spell. Mixed-design factorial analyses of variance were used to test for differences between action-type groups across the phases of the bowling action. One kinetic difference was observed between groups, with a higher vertical ground reaction force loading rate during the front-foot contact phase in mixed and front-on compared to semi-open bowlers; no other significant group differences in joint loading occurred. Significant kinematic differences were observed between the front-on, semi-open and mixed action types during the front-foot contact phase for the elbow and trunk. Significant kinematic differences were also present for the ankle, T12-L1, elbow, trunk and pelvis during the back-foot phase. Overall, most differences in action types for junior fast bowlers occurred during the back-foot contact phase, particularly trunk rotation and T12-L1 joint angles/ranges of motion, where after similar movement patterns were utilized across groups during the front-foot contact phase. 相似文献
98.
99.
ABSTRACTCharles Spearman and L. L. Thurstone were pioneers in the field of intelligence. They not only developed methods to assess and understand intelligence, but also developed theories about its structure and function. Methodologically, their approaches were not that distinct, but their theories of intelligence were philosophically very different – and this difference is still seen in modern approaches to intellectual assessment. In this article, we describe their theories of intelligence and then trace how these theories have influenced the development and use of intelligence instruments, paying particular attention to score interpretation. 相似文献
100.