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61.
We develop and propose a new counting method at the aggregate level for contributions to scientific publications called modified fractional counting (MFC). We show that, compared to traditional complete-normalized fractional counting, it eliminates the extreme differences in contributions over time that otherwise occur between scientists that mainly publish alone or in small groups and those that publish with large groups of co-authors. As an extra benefit we find that scientists in different areas of research turn out to have comparable average contributions to scientific articles. We test the method on scientists at Norway’s largest universities and find that, at an aggregate level, it indeed supports comparability across different co-authorship practices as well as between areas of research. MFC is thereby useful whenever the research output from institutions with different research profiles are compared, as e.g., in the Leiden Ranking. Finally, as MFC is actually a family of indicators, depending on a sensitivity parameter, it can be adapted to the circumstances. 相似文献
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Are students’ mathematical procedures as unstable as they seem? Students often produce different errors in response to the same kind of problems on different testing occasions. This finding is puzzling. Past research has shown that students induce overly general procedures from worked-out examples during learning, which lead to a host of predictable errors on new problems. Do students create rule-based errors only to then switch between them at random? In this paper, we show that seemingly diverse errors on two different testing episodes may result from the same underlying stable procedure and are part of the same error category. These findings suggest that students’ errors are more stable on a category vs. on an individual level. The current study consists of teaching students addition in a new number system, called NewRoman, and analyzing students’ solution strategies in detail. Implications for teaching are discussed. 相似文献
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Can measurement specialists’current ideas about content validation be implemented with licensure examinations? Does pressure of litigation facilitate or inhibit conducting validity studies? 相似文献
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James M. Royer Ronald K. Hambleton Laurence Cadorette 《Contemporary educational psychology》1978,3(2):182-203
This paper examines two theoretical perspectives from which the issue of individual differences in memory can be viewed and relates the perspectives to evidence available in the literature. The paper also reports the results of two studies which bear upon the issue of whether there are individual differences in the retention of learned material. The last section of the paper examines the educational implications of one of the theories presented in the paper. 相似文献
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Ronald K. Hambleton 《Educational Measurement》1994,13(4):21-26
How frequently have articles about CRT appeared? What advances in measurement have been influenced by the CRT movement? What has been the lasting contribution of the CRT movement? 相似文献
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