Investigating whether aberrant response behaviour in classroom maths tests is a stable characteristic of students

This study investigated whether aberrant response behaviour is a stable characteristic of high school students taking classroom maths tests as has been implied in the literature. For the purposes of the study, two maths tests were administered; the first to 25 classes (635 students) and the second to 18 out of the original 25 classes (445 students). The tests contained multistep mathematical problems with partial credit awarding for partially correct answers, together with some multiple choice items. The Rasch Partial Credit Model was used for the analyses and the infit and outfit mean square statistics with six different cut-off scores were used to identify students with aberrant response behaviour (misfitting students). Six Chi-square tests were then performed, one for each cut-off score, leading to a very clear conclusion: contrary to expectations the same students do not misfit in the two tests administered; aberrance does not seem to be a stable characteristic of students. Explanations for aberrant responses such as carelessness, plodding or guessing need to be reconsidered. They may have validity for particular test situations but this has yet to be demonstrated and thus investigation calls them into question.     

Preliminary tests for mechanical properties of wooden ‘buttons’ used for attaching auxiliary supports behind panel paintings

Abstract

When wooden supports of panel paintings have been severely altered or damaged and the original cross beams are missing, new cross beams or other types of auxiliary supports are connected to the panel's back-face in order to achieve desired effects including panel strengthening and control of deformations. Some conservation laboratories use small wooden blocks, each glued on the back face of the panel and holding freely the head of a screw connected (often by means of springs) to the auxiliary support; such blocks being called in Italian ‘piedini’ or ‘bottoni’, the English term ‘buttons’ is proposed here. This paper reports research aiming to characterize the mechanical behavior of three types of ‘buttons’ having different geometries and made of various wood types (oak, walnut, lime, beech, and a medium density fiberboard). Short-term mechanical tests (～1 minute duration) were performed with a universal testing machine by axially pulling out the 4 mm diameter steel screw from the button, glued onto a dummy board. Load and deformation were recorded, and the load–deformation curves were analyzed. The results show that the deformability and the load-carrying capacity of the buttons were influenced primarily by the manufacturing geometry and secondarily by the wood density.     

美国教育标准化测验动因的历史考察

随着我国基础教育改革的不断深入,标准化测验受到了越来越多的批评与质疑,如何全面认识与理解标准化测验就显得尤为迫切。从源头上对美国标准化测验兴起的历史进行详尽的考察与分析,是对标准化测验进行全面、深入认识与理解的重要视角。美国的标准化测验兴起于19世纪末20世纪初,是这一时期美国教育研究和实践推崇定量化研究方法的直接产物,它不但是教育实践中评价学生的常用方法,更是教育研究的重要工具。     

论美国形象权限制制度

形象权作为一种控制形象符号价值商业利用的专有性权利,与言论自由和经济自由之间会发生一定的冲突。从权利位阶角度讲,形象权须让位于言论自由与经济自由。有鉴于此,美国法院通过一系列的判例形成了相对完善的形象权限制制度,用以保障言论自由与经济自由不被形象权侵蚀。具体来讲,这些限制制度包括Rogers测试法、附带使用原则、权利穷竭原则和政治性言论免责。     

International mathematics tests and pupils with special educational needs

Tandi Clausen-May is a principal research officer in the Department for Research in Assessment and Measurement at the National Foundation for Educational Research. In this article, she examines the accessibility for learners with special educational needs of some of the mathematics questions from tests used in the 2003 cycle of two international surveys. Aspects of the language and layout of the questions are considered in relation to the principles of universal design as these are being formulated in the context of test development. Some potential barriers to the inclusion of pupils with special educational needs are identified and possible alter-native wording and presentation of the questions are suggested. Tandi Clausen-May closes her article with a discussion of the way in which some of the principles of universal design might inform the development of more inclusive tests for the future.     

对男大学生上肢力量类测验项目的等值研究

为建立两上肢力量测验(引体向上、双杠屈臂)评分评价标准间等值关系式,并比较不同等值方法对等值准确性和稳健性的影响,对453名男大学生分别进行了两项测验,每项测验间隔一周,对其进行线性等值、一般的等百分位等值和平滑的等百分位等值。结果表明:①在进行平滑等百分位等值时,平滑模型的选取应视不同的测验项目而定。②在对两种上肢力量类测验等值的三种方法中,线性等值方法的效果最好。     

黑龙江省普通高校学生体质健康现状研究

以黑龙江省普通高校学生的体质健康水平现状为研究的切入点,以学生体质健康评价体系中的身体形态、身体机能、身体素质等各项指标的测试数据与国家颁布的指标进行对比分析,对黑龙江省普通高校学生体质健康水平进行全面分析研究.旨在为该地区大学生体质健康水平的提高和学校体育教学改革提供依据.为相关部门进一步促进学生体质健康水平的研究工作提供建议.     

大学英语无纸化考试可行性探析

传统的大学英语笔试存在着命题随意性较大,试题覆盖面较窄,重知识轻能力,考务工作量大,浪费人力、物力和财力,评卷主观性较大,缺少信息反馈等诸多局限。相反,实行无纸化机考则可以弥补这些不足,并产生出较为明显的综合效益,实现教考分离,有利于考核教师教学质量和教学效果,提高教学质量效益;实现英语等级考试、大学英语平时检测与期末考试的无纸化考试,可以节省大量试卷印制费用和考务费用,大大减轻教师监考和阅卷的工作量等,提高经济效益;机考的先进经验和大学英语考试改革的成果可供其他高校借鉴和参考,可以提升自身大学英语教学的知名度,提高社会效益。因此,改革传统的大学英语考试迫在眉睫,推行大学英语机考已是大势所趋。     

Literacy Acceleration and the Key Stage 3 English Strategy – comparing two approaches for secondary-age pupils with literacy difficulties

Literacy for pupils in the secondary phase of education is a key concern for practitioners and policy makers alike. Tony Lingard is the SENCo at a large comprehensive school in the south-west of England but he is also involved in staff development and school improvement initiatives across the UK. Literacy Acceleration is an intervention strategy for pupils with literacy difficulties that he and his team at school have been developing over many years. He undertook the research reported in this article at a comprehensive school where Literacy Acceleration was well established and being delivered by experienced staff. The research found that Year 7 and 8 pupils with literacy difficulties who followed Literacy Acceleration made significant progress with reading and spelling while similar pupils, who only had access to National English Strategy classes, did less well over the period of the study. The research also found that most of the pupils who experienced Literacy Acceleration in small groups, as well as mainstream English lessons, preferred being taught in smaller Literacy Acceleration groups where they also felt that they were making more progress. In concluding his article, Tony Lingard argues that pupils with literacy difficulties need specific, targeted interventions and that it may be a mistake to assume that the normal secondary English curriculum effectively meets their needs. This small-scale study therefore offers a challenge to a widely accepted policy. It suggests that abandoning strategies that focus on addressing the particular needs of pupils with literacy difficulties (of which Literacy Acceleration is one example) may not best serve the interests of a significant group of learners.     

"农机测试技术"实验教学改革的探讨

通过对实验教学中存在问题的分析,提出了对实验教学的内容、方法进行改革的措施,并在教学实践中得到了验证和运用。