简单有效的网络测试方法

计算机网络有时会出现非正常运行问题,我们必须使用一些网络测试命令来检测和诊断网络故障.本文讨论了几个简单有效的网络测试命令,总结了一些故障诊断方法.     

用正态分布和T检验原理对高校体育考核成绩及评分标准合理性的分析探讨

运用正态分布和T检验原理，对高校体育考核成绩及评分标准的合理性进行分析探讨，寻求解决目前高校体育考核中存在的不合理因素，使学生的体育学习、锻炼效果能得到公正、合理的评定。     

一个基于知识处理的网络考试系统的设计*

网络教育考试系统是网络教育的有机组成部分,本文在对目前已存在的网络考试系统中存在的问题加以分析，设计并简单论述了一种基于知识处理的集考试、分析和个性化帮助于一体的解决方案，文章同时对部分关键问题进行了讨论。     

数据在服务器与服务器群中检索速度的分析

图书馆积累了大量的数据为开拓新的服务提供良好的资源，但是瓶颈问题复杂，数据检索是诸多瓶颈问题之一，利用大数据量对服务器及服务器群进行测试，用测试数据来验证数据库设计的合理性，为规划和管理数据提供有力的支持，更为开展新的信息化服务项目提供保证。本文着重对数据表中字段和数据进行划分，在实际和理想环境下分时段进行测试，并得出数据表字段和数据量的关系结果。     

‘A fair go for all?’ Australia’s language-in-migration policy

As the power of tests lies in their uses, language tests that are used to assess immigration eligibility exercise enormous power. Critical Language Testing calls for exposing the power of tests by examining the intentions of introducing tests and their effects on individuals and society, especially from the perspective of test-takers. This case study investigates the rationale for and impact of a particular language-in-migration policy in Australia, drawing on the experiences and perceptions of two skilled migration applicants. One of them was successful and the other unsuccessful, essentially on the ground of their language test results. Insights from the study challenge prevalent discourses about language tests and social integration, employability, economic efficiency, and national security. The article makes some policy recommendations for making the use of language tests more beneficial for immigrants and immigrant-receiving societies in a globalised world that has witnessed unprecedented flows of immigrants.     

GATS对未来中国教育考试服务业提出的挑战

中国加入WTO后,教育服务业也属于中国在GATS中承诺开放的领域。中国教育考试服务业在消费者和供给者方面既有比较优势,又有比较劣势。中国应从政府、教育考试机构两个层面,在政策、法规、人力资源等多方面入手迎接挑战,才能立于不败之地。     

改革英语四、六级考试的再思考

英语英语四、六级考试自1987年、1989年实行以来,规模越来越大,逐渐发展为世界上单科规模最大的考试。但是,这种考试制度已经暴露出种种弊端,也受到社会各界越来越多的指责。四、六级考试制度改革势在必行。2005年2月教育部进行了到目前为止对规模最大的四、六级考试改革,但社会各界对这次改革的看法各异,甚至截然相反。在这种背景下,对这次四、六级考试改革进行探讨,针对改革方案提出了几点质疑,并对如何推动四、六考试制度的完善提出了相关建议。     

从美国高等学校入学考试产业的运营审视我国的“考试经济”

通过对美国高等学校入学考试产业的运营的了解,反思我国考试市场、“考试经济”无序、紊乱的现状,提出健全考试制度、建立非政府的考试机构、制定刚性市场规则等三点建议,以期使考试市场沿着健康、有序的轨道发展。     

以解决复杂工程问题为导向的课程改革探讨--以“汽车测试技术”课程为例

在工程教育专业认证背景下,学校应紧跟工程教育发展的新趋势和新动向,培养一批专业基础扎实、实践能力突出、科研思维灵活、能够解决复杂工程问题的高素质人才。文章以汽车测试技术课程为例,以培养学生分析解决复杂工程问题的能力为导向,从教学内容优化、实践能力培养、考核方式改革等多个方面探讨课程优化改革问题,为其他课程改革提供借鉴意义。     

Human Capital Index and the hidden penalty for non-participation in ILSAs

The World Bank’s Human Capital Index (HCI) aims to provide new information regarding future productivity of each country’s workforce, by synchronizing available International Large-Scale Assessment (ILSA) and regional test program results. Linking the literature on ILSA participation, this study questions the problematic nature of this approach and revisits the comparability issue of ILSA results. We find that education systems are imposed upon a score penalty depending on which ILSA or regional test program they choose to partake in. In particular, our results show that (i) test-overlap systems used in the score synchronization procedure are systematically different from systems that only choose to participate in one ILSA or exclusively in regional tests, (ii) inter-test score exchange rate is volatile due to sampling design and cohort effects, (iii) test participation type alone accounts for about 57.8 percent of the variation in synchronized scores, and the score penalty is especially salient for systems that exclusively participate in regional test programs; the majority of which are low-income and lower-middle income countries. Findings in this study show how various intra- and extrapolations to compensate for missing data in effect introduce large score penalties for systems that either did not participate or only partially participated in ILSAs. Finally, this study contributes to research on reasons for participation in ILSAs and the global rise of test-based accountability reform, under which the World Bank’s new HCI may be seen as a tool to incentivize participation in ILSAs by penalizing those governments that have chosen alternative, non-standardized paths for measuring learning outcomes of students.