Construct-Irrelevant Variance in High-Stakes Testing

There are many threats to validity in high-stakes achievement testing. One major threat is construct-irrelevant variance (CIV). This article defines CIV in the context of the contemporary, unitary view of validity and presents logical arguments, hypotheses, and documentation for a variety of CIV sources that commonly threaten interpretations of test scores. A more thorough study of CIV is recommended.     

一类三种群的捕食-被捕食弱耦合反应扩散生态系统解的渐近性态

研究了一类非线性三种群弱耦合捕食—被捕食反应扩散系统的初边值问题,在适当的条件下,利用反应扩散方程理论、多重尺度变量和微分中值定理,结合分析技巧,对此问题解的存在性及渐近性态作了较深入的研究,得到了问题解的存在性和一致有效性.     

从货币政策传导机制的角度探讨其有效性

货币政策传导机制是否通畅是中央银行最终实现其政策意图和增强货币政策有效性必须面对的问题。我们可以通过进一步保持和巩固中央银行的独立性和权威性,完善货币政策等具体操作来提高货币传导机制的有效性。     

一般保证与连带责任保证的保证期间与诉讼时效

本文通过对一般保证与连带责任保证的保证期间与诉讼时效进行比较,消除人们在认识上的模糊性,使《担保法》在审判实践中具有更强的操作性。关键饲:一般保证;连带责任保证;保证期间;诉讼时效     

“大五”模型与亲密关系中的伴侣人格结构探微

Horney,Sullivan和Rogers等临床心理学家很早发现亲密关系对心理健康有重要作用。20世纪70年代末,社会心理学家开始了亲密关系的研究。大量研究表明伴侣的人格特质是亲密关系的众多影响因素之一,父母教养方式、依恋类型和归因风格对伴侣间的亲密关系起调节作用。作为人格分类理论的“大五”模型能够较好描述和解释伴侣的人格结构,并通过NEO-PI五因素调查表对伴侣的人际行为作出预测。     

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.     

Testing Criterion Correlations With Scale Component Measurement Errors Using Latent Variable Modeling

A latent variable modeling method for testing criterion correlations with measurement error terms in multicomponent measuring instruments is outlined. The approach is based on an application of the Benjamini–Hochberg multiple testing procedure and can be used when assumptions of validity estimation related procedures need to be examined. The method also allows studying the extent to which criterion validity coefficients might be due to the relationship between a presumed underlying latent construct evaluated by a psychometric scale and a criterion variable, or could be a consequence of the relation between measurement error in the overall scale score and the criterion. The discussed procedure is widely applicable with popular latent variable modeling software, and is illustrated using a numerical example.     

从康德的人类“共通感”看异化翻译法

根据康德人类“共通感”的原理，人类在判断、认识上具有“一致性”，判断、认识具有“普遍可传达性”，人类共通感具有“普遍有效性”。因此相异的语言表达是可以在不同语言之间通过异化翻译法传移的，异化法具有独特优势，在翻译理论和实践中有其不可取代的独特地位。     

Validity extension of the Course-Faculty Instrument (CFI)

The Course-Faculty Instrument (CFI) demonstrates similar measurement properties with student populations at four diverse institutions. These students agree about the nature and extent to which course and instructor attributes relate to their learning. The results suggest that: (1) a perceived learning criterion may have general relevance to students, and (2) validity extension research is an economically feasible alternative to full-scale instrument development and validation efforts. Since validity extension is practical and facilitates cross-institutional comparisons, it appears to be a more viable strategy for researching and instituting student evaluation systems than is suggested by its current usage.