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121.
Mehdi Chowdhury 《Assessment & Evaluation in Higher Education》2020,45(5):643-650
AbstractThe method of normalisation combined with peer ratings is utilised to provide the solution to the biased rating problem of mapping group work marks to individual marks. We critically evaluate the method of normalisation following the findings of an article which argued against the use of self and/or peer rating mechanism. We demonstrate that the findings of that article also hold for the method of normalisation as the influence of human behavioural factors are not accommodated in the designs. Additionally, we argue that the method (and its variants) is rather complicated, where all possible contingencies are not pre-specified. It makes the arrangement between tutors and students in conducting peer assessments incomplete and unverifiable by a third party. 相似文献
122.
ABSTRACT Along with the dramatic expansion of private tutoring around the world, a significant body of literature has been produced to understand this phenomenon. While many studies consider the issue of geographic location, the spatial dimension tends not to be a central focus of private tutoring studies. In contrast, the present essay applies mobility theory to research from Cambodia, where private tutoring is essential to student success. It does so in order to place private tutoring provision into a broader perspective that includes but moves beyond the economic dimensions of supply and demand and the sociological dimensions of economic, cultural, and social capital to include consideration of how private tutoring provision is constrained by a multidimensional spatial field of possibilities and how private tutoring participation is enabled by one’s position and abilities in relation to that field. The paper argues for increased attention to ‘spatial capital’ in studies of private tutoring and education generally. 相似文献
123.
As low-stakes testing contexts increase, low test-taking effort may serve as a serious validity threat. One common solution to this problem is to identify noneffortful responses and treat them as missing during parameter estimation via the effort-moderated item response theory (EM-IRT) model. Although this model has been shown to outperform traditional IRT models (e.g., two-parameter logistic [2PL]) in parameter estimation under simulated conditions, prior research has failed to examine its performance under violations to the model’s assumptions. Therefore, the objective of this simulation study was to examine item and mean ability parameter recovery when violating the assumptions that noneffortful responding occurs randomly (Assumption 1) and is unrelated to the underlying ability of examinees (Assumption 2). Results demonstrated that, across conditions, the EM-IRT model provided robust item parameter estimates to violations of Assumption 1. However, bias values greater than 0.20 SDs were observed for the EM-IRT model when violating Assumption 2; nonetheless, these values were still lower than the 2PL model. In terms of mean ability estimates, model results indicated equal performance between the EM-IRT and 2PL models across conditions. Across both models, mean ability estimates were found to be biased by more than 0.25 SDs when violating Assumption 2. However, our accompanying empirical study suggested that this biasing occurred under extreme conditions that may not be present in some operational settings. Overall, these results suggest that the EM-IRT model provides superior item and equal mean ability parameter estimates in the presence of model violations under realistic conditions when compared with the 2PL model. 相似文献
124.
刘熙载的词品说及其生成的学术背景 总被引:1,自引:0,他引:1
刘熙载的词品说,是一个意义非常丰富的理论见解,在正变观上修正了婉约为正的传统偏见;在创作论上主张自出机杼,反对雕琢刻划;在人品与词品的关系问题上,要求以封建伦理观念作为品词的标准,暴露出他在艺术见解上的保守性。 相似文献
125.
丑恶与滑稽融合 可怕与好笑共生——西方的主流怪诞理论 总被引:1,自引:0,他引:1
刘法民 《江西教育学院学报》2002,23(2):1-6
罗马时期以来,维特鲁维、贺拉斯、维兰特、格斯顿贝格、雨果、黑格尔、菲舍尔、罗斯金、施特罗布尔、凯泽尔、菲利普·汤姆森等人的看法构成了西方主流怪诞理论怪诞由丑恶和滑稽两种成分融合而成,既可怕又好笑是它的接受反应。 相似文献
126.
欧阳耿 《喀什师范学院学报》2002,23(3):82-86
深入讨论了数学分析中“x→0”的数量形式,分析了无穷小方法、标准分析方法、非标准分析方法这三代数学分析理论的本质及之间的异同点,得出明确的结论:三百多年来无穷小悖论悬而未决,第二次数学危机名亡实存,是现有数学基础理论中所存在的“有穷-无穷”理论体系及相关的数量体系中的本质性缺陷使人们不具备认识数学中所有“x→0”的数量形式的能力,不具备解决第二次数学危机的能力。 相似文献
127.
高校政治理论课运用案例教学要抓好三个关键环节:案例选择环节、班级讨论环节和案例总结环节。同时,高校政治理论课运用案例教学要破解三个认识误区:第一,案例教学是万能的,理论教学可多可少;第二,案例教学模式是固定的,模式创新可有可无;第三,案例教学的主体是学生,教师的作用可大可小。 相似文献
128.
129.
研究一类具有阶段结构和功能性反应的捕食系统,讨论了该系统非负边界平衡点的全局渐近稳定性,论述了该生态系统的永久持续生存的充分条件。 相似文献
130.
闫玉涛 《山东商业职业技术学院学报》2008,8(2):44-46
本文从图式理论的角度认识听力理解的本质、过程和影响因素,从而研究积极可行的大学英语听力教学模式。 相似文献