对接工作岗位的高职助产专业技能抽查标准开发

标准开发是集集体智慧、团队经验、政策支持于一体的提炼过程。为完善助产专业学生技能抽测方法,检查高职院校助产专业技能教学水平,联合相关高职院校,对接助产工作岗位,通过市场调研、专家论证、预试与调整等过程,开发出一套由“助产核心技能＋护理基本技能”组成的9个技能组合模块且适合于高职助产专业的技能抽查的标准与题库,为培养规范化助产专业人员服务。     

高校大规模计算机辅助英语口语测试实证研究

文章是关于大规模计算机辅助英语口语测试效果的实证研究报告。文章首先通过对比发现,计算机系统自动化判分与教师评分所得成绩的相关度为0.911,说明计算机评分基本可代替教师评分完成直接型口试任务。其次采用定量和定性分析方法,从受试者和教师角度对大规模计算机口语测试的效度和信度进行分析,论证了高校口语机考的可行性和整体测试效果。     

Development and Application of a Three‐Tier Diagnostic Test to Assess Secondary Students’ Understanding of Waves

This study focused on the development and application of a three‐tier multiple‐choice diagnostic test (or three‐tier test) on the nature and propagation of waves. A question in a three‐tier test comprises the content tier, which measures content knowledge; the reason tier, which measures explanatory knowledge; and the confidence tier, which measures the strength of conceptual understanding of the respondents. This paper presents results based on the responses of 243 Grade 10 students after they were formally instructed on the topic. The vast majority of the respondents showed an inadequate grasp of concepts about waves. Eleven alternative conceptions (ACs), which were expressed with confidence by more than 10% of the students, were identified; four of these ACs were expressed with high confidence.     

Beyond direct neighbourhood effects: higher-order interactions improve modelling and predicting tree survival and growth

It is known that biotic interactions are the key to species coexistence and maintenance of species diversity. Traditional studies focus overwhelmingly on pairwise interactions between organisms, ignoring complex higher-order interactions (HOIs). In this study, we present a novel method of calculating individual-level HOIs for trees, and use this method to test the importance of size- and distance-dependent individual-level HOIs to tree performance in a 25-ha temperate forest dynamic plot. We found that full HOI-inclusive models improved our ability to model and predict the survival and growth of trees, providing empirical evidence that HOIs strongly influence tree performance in this temperate forest. Specifically, assessed HOIs mitigate the competitive direct effects of neighbours on survival and growth of focal trees. Our study lays a foundation for future investigations of the prevalence and relative importance of HOIs in global forests and their impact on species diversity.     

Using Johnson's Transformation With Approximate Test Statistics for the Simple Regression Slope Homogeneity

The authors used Johnson's transformation with approximate test statistics to test the homogeneity of simple linear regression slopes when both x_ij and x_ij may have nonnormal distributions and there is Type I heteroscedasticity, Type II heteroscedasticity, or complete heteroscedasticity. The test statistic t was first transformed by Johnson's method for each group to correct the nonnormality and to correct the heteroscedasticity; also an approximate test, such as the Welch test or the DeShon-Alexander test, was applied to test the homogeneity of the regression slopes. Computer simulations showed that the proposed technique can control Type I error rate under various circumstances. Finally, the authors provide an example to demonstrate the calculation.     

Organization of Concepts Relevant to Emotions and their Regulation During Test Taking

The purpose of this study was to assess aspects of college students' organization of concepts related to emotions and their regulation during test taking. The authors also evaluated whether students who report having problems with test anxiety hold a different conceptual organization about test taking compared with students who do not report having such problems. Concepts relevant to emotions and their regulation during test taking were sampled from the emotion and emotional regulation literature. Participants rated how similar these concepts were during test taking. These ratings were then submitted to multidimensional scaling analyses (MDS). The resulting arrangement of concepts provides insight into the underlying organizational conceptions held by low, moderate, and high test-anxious participants. Students' organizational schemes surrounded 2 dimensions: (a) task-focus and (b) pleasantness. High test-anxious participants had differing conceptual organizations about test taking than moderate and low test-anxious participants with regard to pleasantness. In addition, the high test-anxious participants saw task-focused processes such as reading directions during test taking as more highly related to unpleasant emotions like anxiety than moderate and low test-anxious participants.     

Three-Level Models for Indirect Effects in School- and Class-Randomized Experiments in Education

Due to the clustered nature of field data, multi-level modeling has become commonly used to analyze data arising from educational field experiments. While recent methodological literature has focused on multi-level mediation analysis, relatively little attention has been devoted to mediation analysis when three levels (e.g., student, class, school) are present in a study setting. This article presents analysis models that can be used to test indirect effects in experimental designs having three levels where random assignment is at the third (school) or second (class) level and where the indirect effect may be random. In the presentation, simulated datasets are used to illustrate model specification and results interpretation for hypothetical three-level educational experiments involving mediation and moderation of treatment effects.     

The Interactive Effects of Personal Achievement Goals and Performance Feedback in an Undergraduate Science Class

The authors explored whether manipulating feedback influenced cognition, motivation, and achievement in an undergraduate chemistry course. They measured students’ (N = 250) achievement goals, test anxiety, self-efficacy, and metacognitive strategy use at the beginning and end of the semester. After completing the first set of questionnaires, students were randomly assigned to 1 of 4 conditions: (a) control, (b) mastery feedback, (c) performance-approach feedback, and (d) combined mastery/performance-approach feedback. In each condition, students received a raw performance score for each weekly quiz they completed online and, for the treatment conditions, additional feedback reflective of that specific feedback condition. Results provide evidence for the multiple goals perspective (specialized pattern) wherein performance-oriented feedback was beneficial for some outcomes, whereas mastery feedback was beneficial for other outcomes.     

Rhetorical imperialism and Sun‐Tzu's art of war: A response to combs’ rhetoric of parsimony

This essay discusses how Wesker conveys his central intuition about the limitations of language by employing verbal and visual games and rituals that function as narrative, analogue, symbol, and subtext in The Trilogy. These games take the form of playfulness to indicate emotional solidarity, of everyday rituals with archetypal or religious undertones, or of games about the acquisition of language itself.     

I Can't Make Heads Or Tails Out Of What You Are Saying,So Let's Just Agree To Be Fair

Assuming a coin is fair is common place in introductory statistical education. This article offers three approaches to test if a coin is fair. The approaches lend themselves to straightforward simulation studies that can enrich student understanding of joint probability and sample size requirements. Simulation studies comparing the relative merits of the three, or potential other, approaches are an example of problem‐based learning.