第9届世界健美操锦标赛艺术裁判员评分的客观性分析

对第9届世界健美操锦标赛5个决赛项目的艺术评分数据进行了客观性分析。结果表明:5个决赛项目的艺术裁判员评分的客观性系数都比较高,但评分的随机误差过大;男单、女单和3人项目的评分差异较显著,评分标准不一致;6人和混双项目评分差异不显著,艺术裁判员标准比较一致,对运动员最后得分的可信度影响不大;裁判员的评分极差很大。在此基础上,提出提高艺术裁判员评分客观性的主要途径:提高艺术裁判员的业务水平;合理控制和处理评分误差;加强评分的实践训练。     

浙江省大学生田径实力分析及发展对策

通过对浙江省第十一届大学生运动会田径比赛成绩的统计分析,了解浙江省大学生田径发展水平,剖析我省大学生田径运动在全国的竞争优势格局,为促进我省大学生田径运动的发展,提出相应发展对策.     

英语听力课堂焦虑研究及应对策略

文章采用“外语课堂焦虑量表”及“英语听力课堂焦虑量表”,以问卷形式测试学生在英语学习和听力课堂的焦虑程度,在对调查数据进行分析后得出结论:焦虑情绪普遍存在,课堂焦虑对英语学习,尤其是听力理解的成效产生负面影响。并针对这一现象提出了相应的改进措施。     

中、韩女篮历届大赛得失分变化剖析

对中、韩女篮历届国际大赛得失分变化的统计分析 ,不仅能准确全面 ,系统真实地反馈出中、韩女篮国际大赛中强弱胜败 ,得失利弊和升降起伏的变化 ,而且更重要的在于通过这些变化 ,为中国女篮提供许多有益的借鉴及有待认真研究解决的问题。中国女篮必须正确地认识昨天 ,才能很好地把握今天和迎接美好的明天     

运用统计手段科学地分析考试成绩

运用教育统计方法中的标准分数来分析和解释考试成绩,能确定各种考试分数在总体中的相对位置,可进行不同学科考试分数的比较和分数组合,以达到克服原始分数具有局限性的目的。     

课程考核方式对高校学生评教结果的影响

利用统计学方法检验不同"考核方式"对老师的"评教等级"与"学生成绩"间因果关系的影响,并以"考核方式"对"学生评教"的影响做t检验。结果显示:"学生成绩"与"学生评教"之间存在相关系数极小的正相关关系;课程"考核方式"与"学生评教"有显著的负相关关系,而与学生成绩无关。区别对待不同课程考核方式的学生评教结果,有利于教学管理部门正确认识和评定教师的教学水平,激励教师积极参与教学工作。     

英语话语中的音乐元素对英语语音教学的作用

利用英语话语中的音乐元素可提高英语语音教学效果。英语话语具有很强的音乐性,表现为音高、音长、节奏和停顿等节律特征。在英语语音教学中,基于话语的节律特征,采取简谱式语音教学法,可大大降低学习难度,帮助学习者更好地掌握发音及话语的声音模式。     

Cheaper patents

The 1883 Patents Act in Britain provides perspective for modern patent policy reforms because it radically changed incentives for inventors by reducing filing fees by 84 percent. Patents increased 2.5-fold after the reform, which was evenly distributed across the geography of inventors, the organization of invention and sectors. By realizing a large demand for cheaper patents the reform increased the propensity to patent and shifted inventive activity inside the patent system. It did not increase innovation as measured by changes in the distribution of high and low value patents and citations to English inventor patents in the United States.     

What Do School‐Level Scores From Large‐Scale Assessments Really Measure?

Although assessments of mathematics, reading, and writing are assumed to measure distinct academic skills, this may be difficult owing to the pervasive influence of general ability on performance. Factor analyses of school-level data from 14 large-scale assessment programs revealed that 80% of the variance in mathematics, reading, and writing scores was due to a common, underlying factor. Multiple regression analyses confirmed that scores contribute little information that is unique to a particular subject (6% or less). Although different assessments may create the illusion of providing unique information, they may be tapping into generic cognitive abilities that cut across content areas. These results raise suspicions about the value and validity of interpretations based on school-level subject area scores.     

Setting Performance Standards: Contemporary Methods

This module describes some common standard-setting procedures used to derive performance levels for achievement tests in education, licensure, and certification. Upon completing the module, readers will be able to: describe what standard setting is; understand why standard setting is necessary; recognize some of the purposes of standard setting; calculate cut scores using various methods; and identify elements to be considered when evaluating standard-setting procedures. A self-test and annotated bibliography are provided at the end of the module. Teaching aids to accompany the module are available through NCME.