二项式模型在标准参照性语言测验长度研究中的应用

随着国内外教育测量理念的转变,传统的常模参照测验所提供的相对性评价信息已无法满足考试用户和考生的需求,标准参照测验(CriterionReferenced Test,CRT)的社会价值越来越受到重视。在对被试掌握程度进行分类决策的CRT测验中,如何确定恰当的测验长度和合格分数是影响测验分类误差的重要因素。本文在对CRT测验研究的现状、原理和用途进行考察的基础上,专门介绍了二项式概率模型在CRT测验长度决策研究中的理论和过程,并以误差控制为原则,对二项式模型在综合性标准参照语言测验长度和合格分数决策中的应用过程进行了研究。     

Role of academic self-efficacy in moderating the relation between task importance and test anxiety

Emphasizing task importance, which is regarded as a way of motivating engaged behavior, may increase an individual's anxiety. The present research investigated whether academic self-efficacy could moderate the maladaptive relation between task importance and test anxiety. 1978 and 1670 Grade 9 Singaporean students participated in a survey related to their learning experience and motivational processes in math and English respectively. Results from both samples showed convergent findings that high levels of task importance were related to high levels of test anxiety, whereas high levels of academic self-efficacy were related to low levels of test anxiety. Most importantly, academic self-efficacy moderated the relation between task importance and test anxiety—the maladaptive relation between task importance and test anxiety was significantly weaker when academic self-efficacy was higher. Implications of findings are discussed.     

Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)

Aside from test anxiety scales, measurement instruments assessing students’ achievement emotions are largely lacking. This article reports on the construction, reliability, internal validity, and external validity of the Achievement Emotions Questionnaire (AEQ) which is designed to assess various achievement emotions experienced by students in academic settings. The instrument contains 24 scales measuring enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom during class, while studying, and when taking tests and exams. Scale construction used a rational-empirical strategy based on Pekrun’s (2006) control-value theory of achievement emotions and prior exploratory research. The instrument was tested in a study using a sample of university students (N = 389). Findings indicate that the scales are reliable, internally valid as demonstrated by confirmatory factor analysis, and externally valid in terms of relationships with students’ control-value appraisals, learning, and academic performance. The results provide further support for the control-value theory and help to elucidate the structure and role of emotions in educational settings. Directions for future research and implications for educational practice are discussed.     

Coping mediates the relationship between emotional intelligence (EI) and academic achievement

Research examining the relationships between performance measures of emotional intelligence (EI), coping styles, and academic achievement is sparse. Two studies were designed to redress this imbalance. In each of these studies, both EI and coping styles were significantly related to academic achievement. In Study 1, 159 community college students completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and problem-focused, emotion-focused, and avoidant coping scales. Collectively, the coping variables significantly mediated the relationship between EI and grade point average (GPA) for Emotion Perception, Emotion Facilitation of Thought and Emotion Management (but not for Emotional Understanding). Problem-focused coping was the only single significant mediator, mediating the relationship between emotion management and GPA (but not other branches and GPA). In Study 2, 293 middle school students completed the Situational Test of Emotion Management for Youths (STEM-Y) and scales measuring the same three coping strategies. In this study, the coping variables again significantly mediated the relationship between emotion management and GPA. Once again, problem-focused coping was a significant mediator. Collectively, these results suggest that better educational outcomes might be achieved by targeting skills relating to emotion management and problem-focused coping.     

On Digitisation as a Preservation Measure

ABSTRACT

While access and engagement are usually the primary objectives of digitisation projects, they often also claim to benefit the long-term preservation of collection items due to reducing handling, one of the main risks to archival and library collections, making this a persuasive additional argument to invest in digitising a collection. Conservation intervention prior to digitisation, if done, is kept to minimum repair, cleaning and flattening of documents in order to achieve high-quality images, facilitate safe handling and ensure efficient workflow. Such preservation improvements may be negated by continued access to the physical records after digitisation has occurred. There is also a risk of damage during the digitisation process, especially for very fragile items, for which digitisation may nonetheless be the only way to provide future access. This paper assesses archival document request data before and after digitisation, and online access options, for a selection of digitisation projects from The National Archives, UK, in order to review of the effectiveness of a number of digitisation programmes in reducing demand for handling of originals. It identifies procedural improvements post-digitisation that would further reduce access to original documents.     

武汉服装商业现状分析及展望

分析武汉服装商业现状以及武汉服装产业集群建设的客观条件,从城乡一体化、产研布局、区域市场建设、人力资源储备与开发等方面提出设想。     

馆藏文献剔旧计算机程序设计与实现

目前图书馆馆藏文献剔旧普遍利用剔旧原则、范围、方案进行手工操作,而利用剔旧辅助程序设计可实现剔旧工作的自动化、科学化管理,减少工作量,提高工作效率,本文就馆藏文献剔旧辅助程序设计的必要性、设计思路、程序实现以及局限性进行分析、论述和探讨。     

污染料不同处理栽培平菇的比较试验

在食用菌制种与栽培中,培养料往往因多种原因被污染,这部份污染的培养料经处理进行平菇栽培,试验表明:发酵熟料开放式接种是目前最理想的栽培工艺,具有发菌快,污染率低,单袋平均产量高等优点,污染料发酵后灭菌处理栽培平菇是利用废料最佳方式,值得在生产中推广。     

论普通话水平测试员的专业培养与指导

加强PSC理论研究和测试员专业培养,是保证PSC的科学性,提高测试效度和信度的关键。测试员必备的素质包括技术素质和专业理论素质。目前在测试员专业培养上存在的主要问题是:1、测试员岗前培训在数量和质量上不能兼顾;2、测试员上岗后不能对其进行继续培养;3、主观认识上存在的一些误区,也是目前测试员专业培养不足的重要原因。加强测试员专业培养的方法和途径有:建立测试员轮训制度,探索远程教育技术在培训工作中的运用,专题研讨或经验交流,建设相关的学术和业务宣传阵地,建立测试员档案和测试工作总结制度,充分发挥测试员自我培养作用等。     

翻译职业资格考试设计原则初探

介绍国内外学者对翻译能力的研究,并根据这些研究,从测试题材选择、题型设置及评分标准三个方面出发,结合职业资格考试的特点,探讨翻译职业资格考试的设计原则,为我国翻译职业资格考试改革提供参考。