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61.
Adam E. Wyse 《Educational Measurement》2015,34(2):47-54
This article uses data from a large‐scale assessment program to illustrate the potential issue of range restriction with the Bookmark method in the context of trying to set cut scores to closely align with a set of college and career readiness benchmarks. Analyses indicated that range restriction issues existed across different response probability (RP) values and item response theory (IRT) models if one were to apply the Bookmark procedure using intact test forms. Results also suggested that range restriction may still be present if one had access to additional data from an item bank. This demonstration critically highlights challenges that may exist in some practical applications of the Bookmark method due items not being designed to cover the full range of examinee abilities. 相似文献
62.
Adam E. Wyse 《Educational Measurement》2020,39(1):52-60
One commonly used compromise standard-setting method is the Beuk (1984) method. A key assumption of the Beuk method is that the emphasis given to the pass rate and the percent correct ratings should be proportional to the extent that the panelists agree on their ratings. However, whether the slope of Beuk line reflects the emphasis that panelists believe should be assigned to the pass rate and the percentage correct ratings has not be fully tested. In this article, I evaluate this critical assumption of the Beuk method by asking panelists to assign importance weights to their percentage correct and pass rate judgments. I show that in several cases that the emphasis suggested by the Beuk slope is noticeably different from what one would expect and is inconsistent with importance weight ratings. I also suggest two ways that the importance weights can be used to calculate alternate cut scores, and I show that one of the ways of calculating cut scores using the importance weights leads to larger potential differences in cut score estimates. I suggest that practitioners should consider collecting importance weights when the Beuk method is used for determining cut scores. 相似文献
63.
Test-taking is an emotion-laden event for many students. Typically, negative emotions are highest at the start of an examination and are replaced by positive emotions as the exam progresses. The impact of computer-based testing and immediate score reporting on students' emotions has not been examined. In Study 1, we evaluated university students’ emotions at the end of a computer-based exam and found positive emotions more strongly endorsed than negative. In Study 2, we replicated this finding and used a quasi-experimental pre-post design to examine how emotions changed in response to real examination scores. Exam scores presented immediately had significant positive effects on relief, pride, and hope and negative effects on anxiety and shame even after controlling for the corresponding emotion at the end of the exam. The one exception was anger, which was not impacted by examination score. No interaction effects were found. 相似文献
64.
在统计课教学中,要设置基本技能标准,积极改进教学方法,强化实践教学环节,以此来增强学生基本技能,以实现高职学生的培养目标。 相似文献
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Classificationofaircleanlinessinanykindofclean roomsandcleanzoneswillbeaccomplishedintermsofconcentrationofairborneparticles .Alightdiscreteair borneparticlecounter (hereafterreferringtoasAPC)isusedtodeterminetheconcentrationofairborneparticlesequaltoandlargerthanthespecifiedsizesatdesignatedsamplinglocation[1,2 ] .Inthepracticalmeasurementofparticleconcentrationincleanrooms,itisfoundthetest ingresultsofparticlenumberinthesameareacountedbydifferentparticlecountersarequitedifferentanduptoanord… 相似文献
67.
化学实验教学中的探究教学 总被引:2,自引:0,他引:2
陈秀娟 《唐山师范学院学报》2007,29(2):120-121
通过教学实例分析了化学实验探究教学的一般步骤,指出了实际教学过程中应注意的问题。 相似文献
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袁耘毅 《楚雄师范学院学报》2004,19(2):38-40
在普通话的水平测试和日常应用中,说话都是最主要的部分。许多人在普通话测试中,在说话时存在着过度紧张、无话可说、带“话把”的情况,导致发挥不理想,成绩上不去,而且还会在日常的应用中出现障碍,影响本人各个方面。自我陶冶性格,进行锻炼,合理抑制,互相学习,是解决问题的有效方法。 相似文献