数据挖掘中一种改进的Apriori算法

关联规则挖掘是数据挖掘领域中的一个非常重要的研究内容,其主要目标就是发现数据库中一组对象之间某种关联。频繁项集挖掘是关联规则挖掘的关键步骤,它在很大程度上决定了关联规则挖掘的效率。介绍了Apriori算法及其算法改进。该改进算法对剪枝步进行了优化,提高了连接效率,并且不断减小数据库的规模,去掉无效事务,减少了每次扫描数据库所花费的时间,提高了算法效率。经过试验论证,性能比原有算法提高,具有一定的实用性。     

基于项目反应理论的自适应考试系统

计算机自适应考试是建构在项目反应理论基础上的一种考试方式,它能根据考生答题的情况不断计算受试者的能力值及信息量,并实时地根据这些参数调整出题策略,使用计算机自适应考试可以更真实地反映受试者的水平和特点。     

15门医学课程考试试卷质量评价与探讨

本文通过15门医学课程期末考试试卷质量的分析与评价,认为在运用教育测量技术进行考试质量分析时,必须根据考试的性质、目标及考试具体情况,选择合适的衡量标准作为参照,考试结果才能得以正确解释及应用。     

开放型试题库系统的设计和实现

阐述了开放型试题库管理系统的设计与实现,介绍了系统的设计思想,分析了系统的主要数据组织.详细地讨论了系统成卷、系统安全性的实现     

An analysis of Differential Item Functioning on INVALSI tests,designed to explore gender gap in mathematical tasks

This study presents a quantitative approach based on Differential Item Functioning analysis within the Item Response Theory framework, to quantify gender differences in tackling specific mathematical items. We use this approach to explore two crucial topics in mathematics education (misconceptions in decimal numbers, and estimation) by analysing answers given by Italian students to specific mathematical items taken from a sample of 1400 items administered in INVALSI tests since 2008. For each item, we have a sample of 30,000 students per year, statistically representative of the entire Italian student population. The results section presents a didactic interpretation of the statistical evidence and shows how interdisciplinarity between statistics and mathematics education, with a mixed-method approach (Johnson & Onwuegbuzie, 2004), represents a good approach to exploring the gender gap in relation to specific constructs of math education. This approach, common in many disciplines, can also make an interesting contribution to mathematics education research.     

心理测量理论与技术在美国医师执照考试中的应用

本文介绍了心理测量理论与技术在美国医师执照考试中的应用情况，包括考生构成和及格率的简要描述；项目反应理论的基本要点及其在医师执照考试统计分析，题库建设、考试设计和组卷程序中的具体应用；测验分数等值化的方法，分数报告形式以及及格标准的制定程序。     

论大学英语四、六级测试改革趋向

大学英语四、六级测试从实施以来一直处于改革与调整中，但综合来看它都受制于语言能力理论和心理教育测量理论的发展。而今由于新的能力理论与现代测量项目反映理论（IRT）的提出与计算机技术的运用，使四、六级测试面临从传统纸笔考试走向计算机自适应考试（CAT）的重大的改革。     

PSC“说话”项“语音面貌”的归档

普通话水平测试(PSC)“说话”项“语音面貌”归档的正确与否,直接影响到应试人的普通话等级。测试实践证明要准确地对“语音面貌”进行归档,就必须采取定量与定性相结合的评分办法。先对应试人的“语音失误”进行分类记录,然后根据其成系统的“语音错误”和“语音缺陷”的种类,判定“方音成分”的轻重程度。这样就可以根据对量的分析,作出定性的,也比较合乎实际的判断,使“语音面貌”的归档具有科学性。     

A systematic review of item response theory in language assessment: Implications for the dimensionality of language ability

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.     

项目反应理论在构建标准化考试题库系统中的应用

用项目反应理论编制标准化考试题库系统,旨在探究教育测量的新理论应用,为学科教育评价提供辅助工具。题库以四年级数学为测验内容,按标准化编制项目施测、评分、分析,其中选用三参数的逻辑斯蒂克模型,并用贝佳法检验了测验的单纬性,利用ANOTE软件估计项目参数,用基于题目分类下的经验判断法建立一个划界分数,接合项目信息量组成题库,最后讨论了能力估计方法、抽题策略、结束控制等题库编制的关键技术。