体育院系试卷的效度分析

通过调查访问法和文献资料法 ,以测量评价理论为指导 ,结合多年的教学实践经验 ,对测验效度问题进行分析 ,试图为体育院系教师规范化撰写试卷分析提供参考。结果表明 :内容效度是一般试卷分析中最常用的方法 ;测验结构表的建立是效度分析中不可省略的一环 ;信度、难度、测验长度和样本含量等都直接影响效度 ;考试分数的分布与效度没有必然的联系     

Validating a computerized scoring system for assessing writing and placing students in composition courses

How do scores from writing samples generated by computerized essay scorers compare to those generated by “untrained” human scorers and what combination of scores, if any, is more accurate at placing students in composition courses? This study endeavored to answer this two-part question by evaluating the correspondence between writing sample scores generated by the IntelliMetric™ automated scoring system and scores generated by University Preparation English faculty, as well as examining the predictive validity of both the automated and human scores. The results revealed significant correlations between the faculty scores and the IntelliMetric™ scores of the ACCUPLACER™ OnLine WritePlacer Plus test. Moreover, logistic regression models that utilized the IntelliMetric™ scores and average faculty scores were more accurate at placing students (77% overall correct placement rate) than were models incorporating only the average faculty score or the IntelliMetric™ scores.     

论民族自治地方自治法规的效力

民族自治地方自治法规的效力包括时间效力、空间效力和对人效力,但在立法理论与实践中对三者的研究和认识尚存在许多空白和争议之处,正确理解自治法规的效力,有利于提高其立法质量和贯彻实施。     

International large-scale assessments: what uses,what consequences?

Abstract

Background: International large-scale assessments (ILSAs) are a much-debated phenomenon in education. Increasingly, their outcomes attract considerable media attention and influence educational policies in many jurisdictions worldwide. The relevance, uses and consequences of these assessments are often the focus of research scrutiny. Whilst some argue that the assessment outcomes provide an effective basis for informed policy-making, critics claim that the use of international assessment data can result in a range of unintended consequences, such as the shaping and governing of school systems ‘by numbers’.

Purpose: This article explores and analyses the arguments about the uses and consequences of ILSAs. In particular, the discourse about the assessments’ consequential validity will be discussed and evaluated.

Sources of evidence: Literature relating to the uses and consequences of large-scale assessment was analysed, with a focus on research on the consequential aspects of validity.

Main argument: Much research suggests that ILSAs have unintended consequences that affect and influence educational policy. However, the influences on educational policy are complex and interwoven: for example, it is not clear-cut whether effects such as converging curricular are, necessarily, direct consequences of large-scale assessments. Further, it is suggested that a beneficial consequence of large-scale assessment is the infrastructure they provide for studies in the social sciences, although caution must be applied to causal claims, in particular because of the cross-sectional design of the assessments.

Conclusions: The considerable literature discussing the uses and consequences of large-scale assessments tends to point out potential negative aspects of the studies. However, it is also apparent that large-scale international assessments can be a valuable resource for studying global trends and evolving systems in education. Despite the extensive debates around large-scale assessment outcomes both in the media and in educational policy arenas, empirical educational research all too often appears underused in the discussion.     

经管类专业本科生定量分析能力现状及影响因素

通过对经管类专业本科生定量分析能力的现状及影响因素的量化研究,结果表明：定量分析能力可分为三个模块：初级能力、中级能力、高级能力;现实状况是学生对初、中级能力的掌握较好,对高级能力的掌握较差。其次,对学生在掌握定量分析能力程度上,验证了男生比女生有优势,理科生比文科生有优势。第三,将学生掌握定量分析能力的影响因素归纳为4个方面,有3个方面通过了显著性检验,其中“学习方法”、“认识作用”是最重要的影响因素。     

Chinese Early Childhood Environment Rating Scale (trial) (CECERS): A validity study

The Chinese Early Childhood Environment Rating Scale (trial) (CECERS) is a new instrument for measuring early childhood program quality in the Chinese socio-cultural contexts, based on substantial adaptation from the Early Childhood Environment Rating Scale-Revised Edition (ECERS-R). This paper describes the development and validation process of CECERS. Empirical data were collected from a stratified random sample 178 classrooms, from which a random sample of 1012 children was measured for child development outcomes. Guided by the framework of broad conceptualization of validity and validation as advocated by Messick (1989), evidence in a variety of forms is presented and discussed, including content validity considerations (e.g., measuring socially and culturally relevant domains), measurement reliability considerations (e.g., internal consistency reliability, inter-rater reliability), and measurement validity considerations (concurrent validity, criterion-related validity, internal structure based on exploratory factor analysis). The empirical findings for CECERS compare very favorably with the validation outcomes of ECERS-R. The body of evidence accumulated in the validation process supports the use and interpretation of CECERS scores as quality indicators of early childhood education program in the Chinese social and cultural contexts. Limitations and future directions are also discussed.     

The Potential of Conjoint Analysis for Communication Research

Surveys on choices oftentimes rely on Likert-type scales. However, they prevent researchers from identifying the relative importance of different stimulus features for the choice decision. Here, it is shown that conjoint analysis offers a variety of advantages emerging from its use of questions that force the subject to trade off conflicting attribute levels. This study discusses some problems of Likert-type scale measures and shows when conjoint analysis may solve some of these problems. Differences between measurements are illustrated in a uses and gratifications study, assessing convergent validity on Likert-type scale measures with traditional conjoint analysis and choice-based conjoint analysis. Results show that subjects prefer “cognitive needs” by Likert-type scale measures against “tension release needs” by both conjoint analyses. The different outcome is independent from linguistic variation and from dual-process models of information processing. Implications for communication research are discussed.     

情报研究有效性评价的影响因素及对策分析

原创性定义情报研究有效性评价的概念。将情报研究有效性评价的影响因素分为主体因素、过程因素和制度因素等。为避免影响因素引起的评价偏倚提出相应对策,包括：专家团队的合理布局、评审程序的合理设计以及建立客观、系统、可量化的评价标准等。对评价标准的客观性、系统性、可量化性等属性进行深入描述。     

Validity and reliability testing of the Chinese (mainland) version of the 39-item Parkinson’s Disease Questionnaire (PDQ-39)

The 39-item Parkinson’s Disease Questionnaire (PDQ-39) has been tested in many languages, but not in Chinese mainland. We aimed to assess the Chinese (mainland) version of the PDQ-39. Seventy-one subjects with Parkinson’s disease (PD) completed the PDQ-39 and the Medical Outcomes Study 36-item Short Form Health Survey (SF-36). All subjects were retested with the PDQ-39 a week later. The united Parkinson’s disease rating scale (UPDRS) and the Hoehn and Yahr (H &; Y) scale were also used to evaluate the subjects. Reliability was assessed by Cronbach’s α and intra-class correlation coefficient (ICC). Validity was examined in terms of agreement with SF-36, UPDRS, and H &; Y scales. The Chinese (mainland) version of the PDQ-39 demonstrated acceptable reliability (Cronbach’s α: 0.84–0.88; ICC: 0.56–0.82). The item-total correlations (0.33–0.88) and scaling success rates (77.56%) indicated satisfactory convergent and discriminant validity of the PDQ-39 items. The correlations between related constructs of the PDQ-39 and UPDRS (r=0.44–0.68) and between those of the PDQ-39 and SF-36 (r=(−0.46)-(−0.69)) were all statistically significant (P<0.01). Except for stigma, cognitions, and bodily discomfort, all other dimensions of the PDQ-39 significantly discriminated patients at different H &; Y stages indicated by the H &; Y scale. Although our observations indicate that some problematic subscales of this version of the PDQ-39 could be improved upon, this study suggests acceptable reliability and validity of the Chinese (mainland) version of the PDQ-39.     

Who is the expert? Construct and criteria validity of student and teacher ratings of instruction

In this article, we examine the construct and criteria validity of student and teacher ratings as indicators of instructional features. As parsimonious measures, student and teacher reports are frequently used to assess aspects of the learning environment. From a methodological perspective, however, both approaches have been questioned. Whereas student ratings are occasionally criticised as being undifferentiated and easily influenced by personal preferences, teacher reports are sometimes considered to be biased by self-serving strategies or teaching ideals. Instead of pitting one method against the other, our study aimed at establishing the specific value of each approach. The analyses draw on data from a German extension to the 2003 PISA assessment, in which 288 mathematics teachers and their students completed questionnaires using identical items to tap various aspects of instruction. Mean student ratings were computed for each class. Exploratory and confirmatory factor analyses revealed specific conceptual structures for student and teacher ratings, with teachers elaborating on the use of tasks and methods, and students focusing on their teacher’s support in personal and learning matters. Three shared dimensions were also established: occurrence of classroom management problems, degree of cognitive autonomy during lessons, and tempo of interaction. Teacher/student agreement on these dimensions varied across constructs, with considerable agreement on classroom management, low agreement on cognitive autonomy, and no significant agreement on whether or not the interaction tempo was appropriate. Accordingly, correlations with external criteria (student motivation, teacher motivation, mathematical achievement scores, and characteristics of the tasks set in class) also varied across constructs. We conclude that student and teacher ratings are best suited to tapping different aspects of the learning environment, and recommend that care be taken in choosing a data source appropriate for the construct to be measured.