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951.
Although Likert-type rating scales are used in a great number of early childhood studies, knowledge of how the number of response options affects the psychometric properties of scales used with children is limited. The purpose of this study is to contribute to this knowledge. Data were collected from second grade students and third grade students. Accordingly, 1,092 second- and third-graders completed a 2-point, 3-point, and 4-point version of the School Attachment Scale for Children and Adolescents. Participants came from 11 schools, different in terms of socioeconomic status. The children received the versions approximately three weeks apart. Results revealed that as the number of response options increased, the means tended to decrease and the distribution to be normal. For the 2-point version, most items were below the cut-off point in terms of discrimination indexes. Compared to the 2-point version, there was a significant increase in discrimination indexes for the 3- and 4-point versions, and the items’ discrimination indexes were high. It was concluded that the reliability coefficient increased with an increasing number of response options for all subdimensions of the scale. When the validity estimations of the three subdimensions were examined for the three versions of the scale, it was found that the 3- and 4-point versions were appropriate for the validity and that the validity of the 2-point version was weak. It was observed that using 2-point Likert-type scales with children negatively affected the psychometric properties and that these properties improved with an increased number of response options. 相似文献
952.
The present study conducted a systematic review of the item response theory (IRT) literature in language assessment to investigate the conceptualization and operationalization of the dimensionality of language ability. Sixty-two IRT-based studies published between 1985 and 2020 in language assessment and educational measurement journals were first classified into two categories based on a unidimensional and multidimensional research framework, and then reviewed to examine language dimensionality from technical and substantive perspectives. It was found that 12 quantitative techniques were adopted to assess language dimensionality. Exploratory factor analysis was the primary method of dimensionality analysis in papers that had applied unidimensional IRT models, whereas the comparison modeling approach was dominant in the multidimensional framework. In addition, there was converging evidence within the two streams of research supporting the role of a number of factors such as testlets, language skills, subskills, and linguistic elements as sources of multidimensionality, while mixed findings were reported for the role of item formats across research streams. The assessment of reading, listening, speaking, and writing skills was grounded within both unidimensional and multidimensional framework. By contrast, vocabulary and grammar knowledge was mainly conceptualized as unidimensional. Directions for continued inquiry and application of IRT in language assessment are provided. 相似文献
953.
Contamination of responses due to extreme and midpoint response style can confound the interpretation of scores, threatening the validity of inferences made from survey responses. This study incorporated person-level covariates in the multidimensional item response tree model to explain heterogeneity in response style. We include an empirical example and two simulation studies to support the use and interpretation of the model: parameter recovery using Markov chain Monte Carlo (MCMC) estimation and performance of the model under conditions with and without response styles present. Item intercepts mean bias and root mean square error were small at all sample sizes. Item discrimination mean bias and root mean square error were also small but tended to be smaller when covariates were unrelated to, or had a weak relationship with, the latent traits. Item and regression parameters are estimated with sufficient accuracy when sample sizes are greater than approximately 1,000 and MCMC estimation with the Gibbs sampler is used. The empirical example uses the National Longitudinal Study of Adolescent to Adult Health’s sexual knowledge scale. Meaningful predictors associated with high levels of extreme response latent trait included being non-White, being male, and having high levels of parental support and relationships. Meaningful predictors associated with high levels of the midpoint response latent trait included having low levels of parental support and relationships. Item-level covariates indicate the response style pseudo-items were less easy to endorse for self-oriented items, whereas the trait of interest pseudo-items were easier to endorse for self-oriented items. 相似文献
954.
通过对地基进行沉降计算,对基础沉降进行实际观测,分析了河道施工降水对邻近建筑物的影响。结果表明:施工降水是导致邻近建筑物沉降、开裂的原因;利用规范法计算有效应力增加引起的地基沉降量,是一种切实可行、简单有效的方法;采用设止水帷幕和回灌井联合控制地下水位下降是一种有效的措施。 相似文献
955.
Alessandro M. Zagatto Fabio Y. Nakamura Fabio Milioni Willian E. Miyagi Rodrigo A. B. de Poli Johnny Padulo 《Journal of sports sciences》2017,35(24):2453-2460
The purpose of the study was to investigate the sensitivity of an alternative maximal accumulated oxygen deficit (MAODALT) method to discriminate the “anaerobic” capacity while comparing: least trained (LT) participants (n = 12), moderately trained (MT) participants (n = 12), endurance trained (ET) participants (n = 16), and rugby (RG) players (n = 11). Participants underwent a graded exercise test on a treadmill and a supramaximal effort for assessing MAODALT. MAODALT was calculated as the sum of oxygen equivalents from the phosphagen and glycolytic metabolic pathways. MAODALT was significantly higher (P < 0.05) in RG (64.4 ± 12.1 mL · kg?1) than in ET (56.8 ± 5.4 mL · kg?1; effect size [ES] = 0.77; +13.5%), MT (53.8 ± 5.3 mL · kg?1; ES = 1.08; +19.8%), and LT (49.9 ± 4.5 mL · kg?1; ES = 1.50; +36.4%). In addition, the magnitude-based inference analysis revealed that MAODALT was likely (LT vs. MT), very likely (MT vs. RG, and ET vs. RG) and most likely (LT vs. ET, and LT vs. RG) different between all groups, except for MT and ET, which presented an unclear difference. In conclusion, MAODALT was sensitive enough to distinguish the “anaerobic” capacity in individuals with different training status, especially for RG players compared with LT participants and MT participants. 相似文献
956.
Teresa Grainger 《English in Education》1998,32(1):29-37
The intention of this article is to examine the relationship between reading and drama in learning. It is argued that through the study of their interaction and an examination of the parallel processes at work, the potential of drama as a tool for learning about reading is more fully revealed. Their symbiotic relationship is explored with reference to a drama session which highlights some of the cognitive and affective similarities between reading and drama in their common search for meaning. Through this drama the children inhabit, explore and collectively co-author a new text, reading and reflecting upon their own and others' stories in the process. 相似文献
957.
958.
Lorraine Bennett 《Assessment & Evaluation in Higher Education》2010,35(4):357-365
One way many universities have approached the process of better understanding and meeting the needs of their students is through student evaluations. The evaluation data provide not only diagnostic feedback but also useful information in terms of the quality of learning and teaching experiences. In an effective quality cycle, the data gathered are analysed and used to make improvements. This is often referred to as ‘closing the loop’. However, for any evaluation data to be of value an important prerequisite for ‘closing the loop’ is that response rates should be sufficiently high to be representative of the student cohort. This paper describes how a faculty within Monash University utilising only web based surveys developed a successful communication strategy to elicit staff and student participation in the unit (subject) evaluation process which achieved a response rate as high as 83.2%. 相似文献
959.
[目的/意义]通过构建压电式网络安全事件应急响应体系,为我国企业的应急响应管理提供理论基础和实践参考。[方法/过程]对美国司法部发布的《网络安全事件受害者响应与报告的最佳实践》进行文本分析,从事前、事中和事后三个阶段解读了美国的应急响应实践经验,并结合压电式理论中变化事件、态势感知与关键性对齐的视角,构建了适用中国企业的应急响应体系。[结果/结论]基于美国联邦调查员、检察官以及美国企业在处理网络安全事件的经验总结,提出了一套清单式的响应方案,其中蕴含的全过程管理与关键性对齐的响应策略为我国企业提供了借鉴与参考。 相似文献
960.
中国情景下企业伦理行为的消费者响应研究 总被引：3，自引：0，他引：3
本文运用深度访谈法,分析消费者是如何响应企业的伦理行为,以及形成不同消费者伦理响应结果的深层次影响因素。研究结果发现,中国情景下消费者对企业伦理活动的响应可归结为5种类别,即抵制、质疑、无所谓、赞赏与支持响应;消费者对企业伦理行为响应的影响因素主要包括消费者伦理意识、消费者伦理认知努力、伦理感知性公平、企业伦理动因推断、消费者规范理性,以及消费者CSR-CA信念。进一步,本文发展了一个消费者伦理响应的一般性框架,旨在对消费者伦理响应的影响过程与机制进行深刻的描述。最后,本文提出了相关的重要结论,并就企业如何刺激消费者支持伦理行为,并鼓励他们将其转化为真正积极的购买行为提供了一些重要建议。 相似文献