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121.
Prof. Dr. Hans-Alexander Thorhauer Sven Michel Norman Stutzig Lutz Hoffmann Falk Werner 《Sportwissenschaft》2010,40(3):182-190
International sport strives for increasing the level of performance in sports. Risks of manipulating the performance are not unusual. At the same time, improvements in science, engineering and data processing offer further opportunities for planning effective, low-risk and year-round training programmes for specific sports. This paper presents new approaches based on the example of techniques for strength training. Selected experimental results highlight the limitations and provide conclusions for the scientific foundation and individualization of high performance training. The approach of “muscle pre-fatigue” is verified in a training study with high jumpers. The statements show how important scientifically controlled analysis is for individual training programmes and what high significance they have for optimizing the training process. These will be essential requirements for a legal improvement of high performance in international sport. 相似文献
122.
Norman G. Lederman 《科学教学研究杂志》1992,29(9):1011-1013
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This article examines the role of reviewer agreement in judgments about alignment between tests and standards. We used case data from three state alignment studies to explore how different approaches to incorporating reviewer agreement changes alignment conclusions. The three case studies showed varying degrees of reviewer agreement about correspondences between objectives and test items. Moreover, taking into account reviewer agreement in the analyses sometimes had a marked effect on alignment conclusions. We discuss reasons for differences across case studies and alignment approaches, as well as implications for future alignment efforts. 相似文献
124.
Rebecca Zwick Jeffrey C. Sklar Graham Wakefield Cris Hamilton Alex Norman Douglas Folsom 《Educational Measurement》2008,27(2):14-27
In the current No Child Left Behind era, K‐12 teachers and principals are expected to have a sophisticated understanding of standardized test results, use them to improve instruction, and communicate them to others. The goal of our project, funded by the National Science Foundation, was to develop and evaluate three Web‐based instructional modules in educational measurement and statistics to help school personnel acquire the “assessment literacy” required for these roles. Our first module, “What's the Score?” was administered in 2005 to 113 educators who also completed an assessment literacy quiz. Viewing the module had a small but statistically significant positive effect on quiz scores. Our second module, “What Test Scores Do and Don't Tell Us,” administered in 2006 to 104 educators, was even more effective, primarily among teacher education students. In evaluating our third module, “What's the Difference?” we were able to recruit only 33 participants. Although those who saw the module before taking the quiz outperformed those who did not, results were not statistically significant. Now that the research phase is complete, all ITEMS instructional materials are freely available on our Website. 相似文献
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Norman Higgins Elizabeth Rice 《Educational technology research and development : ETR & D》1991,39(3):59-69
The study described in this article was designed to gather information about teachers' perspectives on achievement testing and to describe where the competency-based testing in Continuous Uniform Evaluation Systems (CUES) programs fits into teachers' overall plans for teaching and assessing students.The specific objectives of the research were (1) to develop a taxonomy of techniques that teachers use to assess students, (2) to describe teachers' uses and perceptions of various assessment techniques, and (3) to describe the implementation of various assessment activities in natural classroom settings. The results of the study have implications for the design and implementation of instructional systems in school settings. 相似文献
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Norman Nisenoff Ethelyn Bishop Audrey Clayton 《Information processing & management》1979,15(4):205-211
The widespread use of the computer and the rapid growth of telecommunications technology have sparked debate on the privacy implications of computerized records. Regulations and government programs implemented in response to public pressure for greater protection of records could significantly affect the information system manager and any individual who has personal data recorded in a computerized file. This article considers the implications of possible privacy policy initiatives in the United States in light of Swedish experience. 相似文献