广义指数分布在TFR模型中的参数估计

广义指数分布是应用非常广泛的一种分布,近年对该分布的讨论主要是常规寿命试验数据的统计分析方法,研究重点是参数的点估计.但基于不完全样本、应用TFR模型、探讨广义指数分布在步加试验中的参数估计的文献却很少见.对此,利用EM算法给出了参数估计的显性表达式,并通过数据模拟说明了估计方法的可行性.     

Do timing and reference frame of feedback influence high-stakes educational outcomes?

In a field experiment with fifth and sixth graders in secondary schools, students received feedback about their rank level or the change in their rank in math either a few days or immediately before the school year’s final math exam. Early feedback overall enhances exam performance while late feedback worsens it. We find this pattern to hold for level feedback in general and for change feedback when negative. Heterogeneity analyses suggest the effects are mostly driven by boys, who also negatively update ability beliefs in response to feedback.     

我国情报学博士生教育现状概述

论文通过对八所情报学博士招生单位的20l0年招生简章和专业目录进行调查统计,对招生单位、研究方向、招考模式、师资力量等几个方面进行统计分析,概括我国情报学博士生教育现状,剖析存在的问题,提出一些建议,旨在为我国情报学教育及情报学科的发展提供一些参考。     

Developing methods to evaluate web usability with people with learning difficulties

Use of the Internet and other forms of information and communications technology (ICT) by people with learning difficulties has not been extensively researched. This article by Peter Williams of the Rix Centre at the University of East London reports some of the findings from 'Project @pple', a major ESRC-funded programme exploring the ways in which people with learning difficulties access and use information and communication technologies. Using observations, interviews and formal usability tests, project researchers built up a multi-layered view of computer use, Internet access and interaction with software among people with learning difficulties. A number of key themes emerged, including the nature of the tasks encountered, engagement, relevance to needs and the role of supporters. Peter Williams summarises these issues and indicates avenues for the future development of targeted products and for further research.     

新课标观照下的中考语文试题特点分析

自新课改实施以来,各地中考语文试题,尽管在题型设置、选材风格、制卷样式上存在差异,但在诸多理论和实践问题上存在共性,都能运用新课标、新理论、新思路、新技巧于测试中,以读写为轴心自然展开,更加关注对学生语文素养的考查,体现出贴近生活、题型开放、偏重主观表达的特点。     

Education governance and standardised tests in Denmark and England

In this study we identify and compare the impact of standardised student assessment in England, an established neoliberal context, and in Denmark where a neoliberal education reform agenda is emerging in response to both national concerns and international governance. National reading tests for students aged 11–12 years, long established in England, were introduced in Denmark in 2010. The form they take differs considerably, being primarily formative in Denmark and largely summative in England. Culturally sensitive extended semi-structured interviews are conducted with both teachers and students and analysed to identify the extent to which neoliberal reform is mobilised through testing in each context and how testing shapes curriculum and pedagogy. Significantly, we find that in Denmark, where professional judgement still dominates, teachers often deploy pedagogical approaches to service what they believe to be their students’ best interests. In England, however, teachers try to accommodate a concern for both their students’ and their own interests, and the pedagogy they enact is more often controlling, instrumental and reductionist; their wish to be proactive is compromised by their need to be responsive. Hence we show how policy technologies shape practice to undermine a deliberate pedagogy rooted in ideas legitimated though scholarship and experience.     

指数场合下竞争失效产品恒加试验的优化设计

本文对指数场合下竞争失效产品恒加试验的优化设计进行了研究 ,并得到了优化设计的方案 .推广了D .S .Bai,Y .R .Chun( 1 991 )的结果 .     

Non-linear improvement in generic problem-solving skills of university students: a longitudinal study

ABSTRACT

Problem solving has been characterized as one of the ‘employability skills’ due to the high demand for such abilities in a modern workplace. Most universities do not monitor progress of the generic problem-solving skills (PSS) of their students due to a lack of available assessment tools. We used previously reported 15-min tests to measure the generic PSS of students over the first three years of university. More than 600 students participated in this study, including 144 who wrote PSS tests in Year 1 and then again in Year 3 of their studies. Two versions of the PSS test were administered in September and December of both years. We observed a non-linear increase in PSS test scores with a significant growth during the first three months of Year 1, a similar increase over the next 21 months, then no change during the first three months of Year 3. Further studies are necessary to pinpoint the instructional techniques and situational factors facilitating the PSS development of students over the first three years of studies. Moreover, the plateau we observe in the third year indicates that proactive steps by universities and individual instructors are required to advance this important skill set in upper-year students.     

中小上市公司成长性评价方法比较研究

中小上市公司由于较小的股本规模始终是证券市场关注的对象,研究其成长性是资本运作和股票投资的重要依据。本文通过建立中小上市公司成长性评价指标体系,分别采用灰色关联度分析法(Grey Relation Analysis,简称GRA)和突变级数法进行中小上市公司成长性评价,并对两种方法的结果进行非参数检验,比较得出两种方法的优劣。     

Computer-based instruction’s (CBI) rediscovered role in K-12: An evaluation case study of one high school’s use of CBI to improve pass rates on high-stakes tests

Patriot High School (PHS) adopted a remediation strategy to help its 10th-grade students at risk of failing the Math portion of MCAS, the state’s end of year competency exam. The centerpiece of that strategy was a computer-based instructional (CBI) course. PHS used a commercially available CBI product to align the course content with the competencies covered on the MCAS exam. This case study examines the overall effectiveness of the PHS strategies, and in particular, the role of CBI. Participant MCAS scores and CBI performance (measured by module-mastery data) are analyzed, and an interview with the course instructor is summarized. Finally, PHS scores were compared to the overall state MCAS scores for the same years. Overall scores of all 10th graders increased significantly compared to their 8th-grade scores, students who participated in the CBI course improved more than the students who did not. The passing rate at PHS improved from 40% in 1999 to 84% in 2001, compared to an improvement of from 47% to 75% statewide. A significant correlation was identified between the MCAS scores and the program usage data, with student CBI module mastery correlated with higher MCAS scores. Overall, the instructor was positive about the impact of the course and believed that the course gave many under-performers a chance to succeed when more traditional methods had failed. It seems likely that CBI contributed to PHS’s success. Although we report herein on just one case, we argue that CBI might play an important a role in the high stakes test environment in the USA and eleswhere.