小学数学应用题认知诊断测验编制及效度验证

本研究旨在基于事先构建的理论模型,编制小学数学应用题认知诊断测验,并通过认知诊断评估对其效度进行验证。采用质性研究和量化研究两条思路,通过认知分析、大声思维和测验等方法,探索了认知诊断评估从理论模型构建到测验编制及其效度验证的过程。在理论模型构建和测验编制方面,所得结果表明认知分析和大声思维相结合能够合理地构建实质心理学的认知模型,并且基于该认知模型自上而下的测验设计是与认知诊断评估流程相吻合的。通过认知诊断评估所获取的数据分析表明,该测验的结构效度、内部效度和外部效度均达到理想水平,基于事先构建的认知模型所编制的认知诊断测验能够作为认知诊断评估的有效工具,有助于发掘和诊断学生数学应用题解决中的认知错误。     

Addressing the Lack of Measurement Invariance for the Measure of Acceptance of the Theory of Evolution

The Measure of Acceptance of the Theory of Evolution (MATE) was constructed to be a single-factor instrument that assesses an individual's overall acceptance of evolutionary theory. The MATE was validated and the scores resulting from the MATE were found to be reliable for the population of inservice high school biology teachers. However, many studies have utilized the MATE for different populations, such as university students enrolled in a biology or genetics course, high school students, and preservice teachers. This is problematic because the dimensionality and reliability of the MATE may not be consistent across populations. It is not uncommon in science education research to find examples where scales are applied to novel populations without proper assessment of the validity and reliability. In order to illustrate this issue, a case study is presented where the dimensionality of the MATE is evaluated for a population of non-science major preservice elementary teachers. With this objective in mind, factor analytic and item response models are fit to the observed data to provide evidence for or against a one-dimensional latent structure and to detect which items do not conform to the theoretical construct for this population. The results of this study call into question any findings and conclusions made using the MATE for a Hispanic population of preservice teachers and point out the error of assuming invariance across substantively different populations.     

基于ASP.Net应用系统的网络安全研究与设计

介绍了基于ASP.Net平台B/S架构的应用系统网络安全的设计,分析了B/S三层网络架构的安全机制,给出了通过身份验证、权限控制、数据加密、存储过程访问数据库等手段实现系统的安全性的技术要点。     

对于测线调查样本的生物分布密度推定的几种方法的比较研究

用几种不同的密度推定法,对测线调查样本进行密度推定。使用的最佳带幅宽有的依赖于探知函数,有的不依赖探知函数,还用到经典的最大似然估计法。把5种密度推定法用于计算机模拟产生测线调查的距离数据,由统计量RRMSE和RB对推定值进行评价,来验证其优劣。     

基于SAVI的IPv6源地址验证研究

本文介绍了一种基于SAVI的IPv6接入网源地址验证的体系、原理、相关协议及具体实现,以解决现有的互联网寻址体系对IP数据包的源地址不做检查,很容易出现伪造源地址的安全问题。     

正则表达式在.NET中的数据验证机制研究

微软的.NET框架提供了一套完善的编写安全代码的技术,其中包括功能强大的正则表达式。正则表达式能够有效地实现数字验证、字符串验证、数字和字符串混合验证、HTML处理等各个方面的数据验证。深入地分析了.NET中正则表达式进行数据验证的原理和机制,给出了在MVC设计模式中分层实现数据验证的设计策略。     

Development and validation of students’ attitudes towards teacher’s pet phenomenon scale in the higher education setting: Differences by levels of study and Grade-Point-Average

An in-depth review of the related literature shows that no scales or questionnaires have yet been designed on students’ attitudes towards Teacher’s Pet Phenomenon (TPP). To address this gap, this research aims to devise an instrument of students’ attitudes towards TPP and examines the role of students’ levels of study and Grade-Point-Average in their scores on the newly-designed scale. To this end, first, 30 graduate- and undergraduate students along with 15 university instructors were interviewed. Then, based on the identified themes, a scale was designed and 476 English language students participated in the quantitative phase. The findings demonstrated that the scale was reliable and valid, and the higher a student’s level of study and GPA, the more pet-prone s/he became, the more negative attitude s/he held, and the less probable it would be for him/her to be influenced by the unpleasant effects of TPP.     

The development,validation, and potential uses of the Student Interest-in-the-Arts Questionnaire

The Student Interest-in-the-Arts Questionnaire was designed to measure elementary school students’ interest in dance, drama, music, and the visual arts. We collected data providing evidence for reliability, content validity, construct validity, and convergent and discriminant validity. We describe the development of the method and the collection and analysis of the validity data. The brief instrument is easy to administer, fills a gap in the compendium of available instruments, and is useful in a variety of settings with a variety of research and evaluation designs.     

Assessing perceived need support and need satisfaction in physical education: adaptation and validation with English students

This study aimed to validate an English version of Basic Psychological Needs Support Questionnaire (BPNSQ) and the Basic Psychological Needs in Physical Education Scale (BPN-PE) in the physical education context. Participants included 453 students aged between 12 and 17 years. For the BPNSQ, the hypothesized three-factor solution displayed high interfactor correlations (rs > 1), and a follow-up analysis indicated that the items were represented by a single need-support factor. For the BPN-PE, hypothesized three-factor solution was supported. Both scales were found invariant across gender, and the nomological validity was also demonstrated through the associations between factors of both scales. This study provides initial support for the use of the BPN-PE to assess psychological need satisfaction within the physical education context among English-speaking adolescents. The hypothesized three-factor structure of the BPNSQ was not supported and more research is needed to evaluate the English version in the physical education context.     

Mathematics teachers’ values about teaching mathematics

Not much is known about mathematics teachers’ values, and no assessment tool is available for measuring these to get more insight into their perspectives. The goals of this study are to construct the Mathematics Teachers’ Values Questionnaire (MTVQ) and to determine mathematics teachers’ values about teaching mathematics using the MTVQ. In order to do this, data have been gathered for exploratory factor analysis (n = 637) and confirmatory factor analysis (n = 573) while developing the instrument, and a proportional stratified random sample has been formed consisting of 2226 Turkish middle and high school mathematics teachers working at schools that provide more religious education than other middle and high schools. Five components have been extracted: relevance (C1), practice (C2), information and communications technology (ICT; C3), teaching approach (C4), and consolidating (C5). One result of the study reveals the mathematics teachers emphasize the least ICT value and the most consolidating value.