Validation of the elementary social behaviour assessment: teacher ratings of students’ social skills adapted to Norwegian,grades 1–6

This study investigated the psychometric properties of the Elementary Social Behaviour Assessment (ESBA), a teacher-report measure of students’ social skills and academic engagement adapted for use in Norwegian schools. At two times, 8 weeks apart, 151 teachers rated 793 students in Grades 1–6 on the ESBA and the Social Skills Rating System Teacher’s form (SSRS-T). Exploratory factor analysis with the first assessment suggested one or possibly two factors. Confirmatory factor analysis with the second assessment confirmed the one- or two-factor models but did not offer strong evidence for one over the other. The ESBA demonstrated good to excellent reliability. Strong concurrent and predictive correlations with the SSRS-T established criterion validity. The school and teacher levels explained only a limited amount of the total variance in ESBA scores, suggesting that teachers rate students quite similarly. The Norwegian-adapted ESBA paralleled the reliability and validity evidence from US samples.     

外语口试对口语教学的反拨效应分析

外语口语考试旨在对考生的口语能力进行公正、合理的测量，准确地反映考生的口语水平，从而推进口语教学的发展。但是，口语考试的效度和信度受多方面因素的影响。英语专业口语考试及其对教学和学习的反拨效应分析对提高学生实际语言运用能力具有很大影响。     

增强"两课"实效性的十大难题(上)

要增强“两课”的实效性，必须弄清影响“两课”实效性的诸因素。本分析了影响“两课”实效性的十大问题，并指出解决这些问题的重要性，以期引起人们时这些问题的深入思考，推动这些问题的解决。     

The effect of adaptivity on the reliability coefficient in adaptive comparative judgement

Comparative Judgement (CJ) is an increasingly widely investigated method in assessment for creating a scale, for example of the quality of essays. One area that has attracted attention in CJ studies is the optimisation of the selection of pairs of objects for judgement. One approach is known as adaptive comparative judgement (ACJ). It has been claimed in the literature that ACJ produces very high reliability, often higher than can be obtained by conventional marking. Bramley showed by simulation that adaptivity can substantially inflate the apparent reliability in ACJ. The empirical study described here compared an adaptive with a non-adaptive CJ study using GCSE English essays. An all-play-all set of comparisons of a subset of the essays allowed the extent of scale inflation to be quantified: the reported adaptive reliability was 0.97 whereas the deflated value was 0.84. The value from the non-adaptive study was 0.72. However, the scale from the non-adaptive study correlated slightly higher with external variables, suggesting the non-adaptive study was no less valid than the adaptive one.     

对高校学生评教信度和效度的反思

由于高校教学管理观念上存在误区、学生评教制度设计不合理、学生评教组织过程不严密、评价主体参与不足、评价结果处理不当、学生评教未能形成经常化、制度化等原因,被广泛应用的学生评价教师教学质量(简称学生评教)在实践中没有发挥应有的作用。需要从以下几方面加强建设:正确认识学生评教工作,建立科学的学生评教制度,正确处理学生评教的结果,关注学生评教制度带来的道德风险,以提高学生评教的信度和效度。     

电教实验深入发展的行动研究法

本文从我国三大电教实验出发 ,对其所蕴含的行动研究思想进行阐述 ,并对应用行动研究法来深入发展电教实验的策略进行了分析研究。     

完善法院调解制度的思考

司法制度改革的重要内容就是要提高司法效率，更进一步地体现公开、公正的原则。而我国现行审判程序的设计，特别是民事诉讼中调解制度的设计，不能充分尊重当事人的选择体现公正原则，不利于提高审判工作效率。应当重新设计调解在诉讼程序中的适用阶段，克服现行民事诉讼法在调解原则上的矛盾规定，强化调解协议的法律效力等完善法院调解制度的思路。希望通过立法对调解制度进而对诉讼程序作出更加科学的设计，以提高司法效率。     

Which notion of implication is the right one? From logical considerations to a didactic perspective

Implication is at the very heart of mathematical reasoning. As many authors have shown, pupils and students experience serious difficulties in using it in a suitable manner. In this paper, we support the thesis that these difficulties are closely related with the complexity of this notion. In order to study this complexity,we refer to Tarski's semantic truth theory,which contributes to clarifying the different aspects of implication: propositional connective, logically valid conditional, generalized conditional,inference rules. We will show that for this purpose, it is necessary to extend the classical definition of implication as a relation between propositions to a relation between open sentences with at least one free variable. This permits to become aware of the fact that, in some cases, the truth-value of a given mathematical statement is not constrained by the situation, contrary to the common standpoint that, in mathematics, a statement is either true or false. In the present paper, the didactic relevance of this theoretical stance will be illustrated by an analysis of two problematic situations and the presentation of some experimental results from our research on first-year university students' understanding of implication. This revised version was published online in August 2006 with corrections to the Cover Date.     

HR捆绑:21世纪人力资源管理的新视角

HR捆绑是近几年出现的人力资源研究和实践的新视角。本文运用战略性人力资源理论和资源观理论解释和分析了HR捆绑的含义和作用机制，回顾了其实证研究的结论，并概括了以往HR捆绑研究和实践中的主要不足，在此基础上又进一步提出了HR捆绑研究和实践的两个构思：胜任力为核心的HR捆绑模型和HR动态匹配捆绑模型。     

CET4题型设计模式研究——基于任务特征理论的大学英语测试实证探索

任务型语言测试观为大学英语测试（CET）提供了新的理论基础。在Bachman与Palmer的测试任务五特征基础上,创设了新题型设计基本模式,并依据该模式设计新题型对CET4测试进行了初步探索。信度和效度实证检验的结果表明,新题型组的均值虽因主观性试题量的增加而略低于旧题型组,但两者间并无显著性差异。而且新题型还呈现出同期效度值比旧题型高的态势：同时其信度系数也较高且具有显著的统计学意义。