Validating Automated Measures of Text Complexity

Automated text complexity measurement tools (also called readability metrics) have been proposed as a way to help teachers, textbook publishers, and assessment developers select texts that are closely aligned with the new, more demanding text complexity expectations specified in the Common Core State Standards. This article examines a critical element of the validity arguments presented in support of proposed metrics: the claim that criterion text complexity scores developed from students’ responses to reading comprehension test items are reflective of the difficulties actually experienced by students while reading. Evidence that fails to support this assertion is examined, and implications relative to the goal of obtaining valid, unbiased evidence about the measurement properties of proposed readability metrics are discussed.     

向量组的秩的概念引入教学

对于向量组的秩的概念的教学，给出了教学方法．先从分析向量组的线性相关性入手，引出向量组的秩的概念，使得向量组的秩这一抽象的概念变得简单易懂。     

Scaling: An ITEMS Module

Scaling is the process of constructing a score scale that associates numbers or other ordered indicators with the performance of examinees. Scaling typically is conducted to aid users in interpreting test results. This module describes different types of raw scores and scale scores, illustrates how to incorporate various sources of information into a score scale, and introduces vertical scaling and its related designs and methodologies as a special type of scaling. After completion of this module, the reader should be able to understand the relationship between various types of raw scores, understand the relationship between raw scores and scale scores, construct a scale with desired properties, evaluate an existing score scale, understand how content and standards information are built into a scale, and understand how vertical scales are developed and used in practice.     

基于KNN的图像自动分类模型研究

所谓图像自动分类是指利用图像自动分类器把待分类的图像分配到预定义的图像类的过程。用于图像自动分类的方法有多种。其中K近邻算法是一种基于实例学习的方法,是一种较理想的自动分类器。本文在它的基础上提出了图像自动分类模型,整个图像自动分类过程包括图像预处理、特征表示、机器学习和图像分类4个步骤。表1。图1。参考文献13。     

谈谈"问题解决"在教学中的应用

在课堂教学中灵活运用“问题解决”教学法能较好地培养学生发现问题、解决问题的能力。     

不同水平跳远运动员踏跳过程的生物力学分析

采用三维测力台实验方法对急行跳远踏跳过程测试,对健将,一级和二级跳远运动员踏跳中三维方向的踏跳力学特征进行探讨。从结果上分析认为：踏跳过程中起跳腿垂直方向波·谷力值和蹬伸力值虽然对跳远成绩影响较大,但运动员从缓冲到蹬伸阶段达到垂直冲量值最大值的时间长短是衡量运动员技术水平和成绩的另一重要指标,踏跳动作的实质是创造垂直速度的过程．     

制约我国男子跳远成绩提高的因素探析

通过中外优秀男子跳远运动员主要运动学特征的对比分析,对制约我国男子跳远成绩提高的主要因素进行了探讨。认为绝对速度低、垂直分速度小、起跳技术不完善是阻碍我国男子跳远成绩进一步提高的主要原因。     

具有Z_8-等变性质的平面七次哈密顿向量场的一般形式及其相图（英文）

本文给出了具有Z8-等变性质的七次平面哈密顿向量场的一般形式,并给出了部分相图。     

"合三为一"与"摆跳"——现代背越式跳高起跳技术的动力学分析

运用生物力学研究方法,分析了弧线助跑身体内倾是水平速度转化为垂直速度的有效途径,这种速度的转换是背越式跳高优势所在,是从最后助跑2-3步降低身体重心,可加大起跳垂直工作距离,起跳实质是三种旋转力结合(三合一)在一起才能有效地把助跑获得水平速度转化为垂直上升速度,将摆动腿动作在起跳过程中的作用上升到用“摆动腿来起跳”这一高度来认知,有利于理解起跳动作实质,有利于在实践中正确指导训练,是技术训练的突破口。摆动腿蹬伸动作转化的越快,起跳效果就会越好。     

矩阵在求通项上的应用

利用矩阵的理论解决了求线性齐次递归关系的问题，同时对线性递归关系非齐次作了探讨。