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111.
Factor analyses of the Kaufman Assessment Battery for Children (K–ABC) were performed on separate groups of Anglo (n = 100) and Mexican American (n = 100) fifth-grade children to determine the comparability of underlying structures and to examine the existence of possible bias in construct validity of the K–ABC for each group. The subjects were selected from two contiguous school districts and stratified by grade, socioeconomic status (SES), and language status. A principal factor analysis produced two factors in the Mental Processing area and three factors in the total battery (Mental Processing plus Achievement areas) for the two groups. Examination of the coefficients of congruence indicated factorial similarity across four of five factors. Furthermore, the factors that emerged for the Anglo and Mexican American groups corresponded to the scales comprising the K–ABC. The results of the investigation provide some evidence for the construct validity of the K–ABC for the two ethnic groups. Further test bias research on the K–ABC is recommended. 相似文献
112.
A STUDENT COURSE EVALUATION QUESTIONNAIRE 总被引:3,自引:0,他引:3
A student course evaluation questionnaire, based upon 50 items and used at 13 different institutions, is described. 相似文献
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RICHARD R. WHITTLESEY MICHAEL E. OSBORN JOHN L. HIPPLE ALLEN R. VANDERWELL 《Counselor Education & Supervision》1971,11(2):137-146
This article describes incorporation of the goals of personal growth, knowledge of group process, and application of process groups in professional settings into a course designed and taught by doctoral students under faculty supervision. Evaluation of the course was accomplished through measures of authoritarianism, self-perception and nature of interaction with others, and comparison with other graduate courses. It was concluded that the goals were appropriate and achievable. Evidence that students participating in the course tended to respond more freely and openly to each other, in addition to self-reports of personal and professional growth, justified the continuation of similar courses in the curriculum. 相似文献
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RICHARD B. SMITH 《Journal of Educational Measurement》1970,7(1):33-41
In this study hierarchical syndrome analysis was used to investigate empirically the clustering of tests each of which consisted of items based upon the rationale of a particular category of the Bloom Taxonomy (i.e., an “application” test, an “analysis” test, etc.). Each test included items related to eight physical science principles. Thus an attempt was made to hold the content as constant as possible and systematically vary process in the formation of the tests. The data indicate possible ways of combining Taxonomy item types based on the psychological distance between the categories. 相似文献
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RICHARD WEST JOHANNA CRIGHTON 《Assessment in Education: Principles, Policy & Practice》1999,6(2):271-289
This paper surveys some of the reforms that are being proposed and implemented in countries of Central and Eastern Europe. This term is taken to mean the former USSR and socialist countries of Europe. The paper is based on experience but, as much as possible, this experience has been supplemented by reference to documents written locally and by international project teams. In some cases (Slovenia, the Baltics and Bulgaria), reforms have already been implemented. In others (Romania, Poland, Lithuania, Hungary, and Moldova), internationally funded reforms are under way. In yet others (Latvia, Albania and FYR-Macedonia), assessment/examination reforms are under discussion. Farther to the east, the Russian Federation, Ukraine and Georgia are also planning reforms to their assessment systems, in particular at the secondary/higher education interface. Two major trends are evident: (1) towards the definition of national standards; and (2) towards competence-based (as distinct from knowledge-based) assessment. These are discussed with reference to similar trends in other parts of the world. 相似文献
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