Teaching for the Test: Validity, Fairness, and Moral Action

In response to heightened levels of assessment activity at the K-12 level to meet requirements of the No Child Left Behind Act of 2001, measurement professionals are called to focus greater attention on four fundamental areas of measurement research and practice: (a) improving the research infrastructure for validation methods involving judgments of test content; (b) expanding the psychometric definition of fairness in achievement testing; (c) developing guidelines for validation studies of test use consequences; and (d) preparing teachers for new roles in instruction and assessment practice. Illustrative strategies for accomplishing these goals are outlined.     

大学物理题库建设中的几个问题之管见

本文结合作者在大学物理题库建设中的实践经验，就物理题库建设中的几个问题：题库结构、组卷方法、完善的题库的条件和要求、试题的难度和区分度、试卷的信度和效度等，谈了自己的认识。     

心理测量学中效度概念的新发展

本文简单回顾心理测量学中效度概念发展的三个阶段,并着重分析了效度概念在现阶段的新发展——构想效度理论。可以看出,效度概念是一个不断发展的动态过程,随着研究内容的丰富化,研究方法也日益多样化。现阶段的构想效度已经足以容纳所有可能为分数的解释提供支持的证据。对效度概念的完整认识,有助于我们从一个更为宽阔的角度去认识测验的效力和实质。     

从生态语言学视角探讨日剧字幕归化翻译策略的有效性——以《深夜食堂》为例

随着改革开放的不断深入,中日间的交流越来越频繁。日剧的传入成为了中日文化交流与传播的重要渠道。字幕的翻译也为人们了解日本打开了一扇窗户,因此有必要研究翻译策略在字幕翻译中的有效性。在多种语言的生态竞争中,采用归化的翻译策略,可以较好地传达源语信息,同时也可以较好地保持目的语的语言多样性和生物多样性。     

照顾者压力性损伤认知和行为问卷的研制

目的:研制能够科学、有效地反映照顾者对压力性损伤认知和行为水平的测评工具。方法:结合文献学习法和专家咨询法确定问卷的条目池,经过多次修改形成测试版问卷,邀请6名护理专家进行内容效度评定,并对200名压力性损伤患者的照顾者进行测试。结果:终版的照顾者压力性损伤认知和行为问卷包含25个条目。问卷的Cronbach’sα系数为0.900,折半信度为0.958;问卷水平的内容效度指数(S-CVI/Ave)为0.94,条目水平的I-CVI值均为0.8以上。结论:照顾者压力性损伤认知和行为问卷具有较好的信效度,可用于测评照顾者对压力性损伤的认知和行为水平。     

批评的错位——论法兰克福学派文化批判理论的有效性问题

西方大众文化理论的引进,刺激了中国大众文化批评的开展,但不加辨析地搬用西方批评资源无疑是对当前中国本土语境的漠视进而造成批评的错位和残缺。通过对法兰克福学派理论的有效性思考分析,探讨大众文化批评存在的局限。     

教学评估中的试卷分析

试卷分析的数据分析结果是学科教学评估的重要依据。分析试卷的总体水平主要由信度和效度两个参数衡量。     

Grounding intervention research in the larger context of schooling: A response to Pressley and Harris

In addition to the factors identified by Pressley and Harris for researchers to attend to in designing and conducting intervention research, it is important that this research be grounded in a practical-oriented framework that considers the dynamics of the school setting. This article argues that intervention researchers should solicit the input of practitioners in designing and operationalizing interventions through a co-constructive process, clearly spell out intervention protocols in language that can be understood and followed by practitioners, view interventions within the complex realities of schools, and insure that outcomes of interventions are both statistically and socially significant.     

A Review of Play Interventions for Children with Autism at School

Play is an important aspect of children’s development and its value to education has been widely explored. However, play in children with disabilities and especially children with autism may be restricted when compared to that of their non-disabled peers of similar age and abilities. Moreover, play has been neglected to a certain extent in school practice due to the focus many teachers place on academic attainments and the difficulty in engaging autistic children in play activities. Children spend most of their time in schools as opposed to attending interventions individually. School based research can improve the educational outcomes for autistic children and, therefore, there is a pressing need for more research to be conducted in school settings. The current literature review aims to: (i) identify empirical studies using interventions to develop play skills in autistic children at school, and (ii) explore the features of play skills targeted in these studies. A systematic search of two electronic databases: (i) PsycINFO, and (ii) Education Resources Information Center (ERIC) has been conducted between 2000 and 2014. Fourteen papers were collected and the findings suggest that a significant number of studies have been conducted in schools exploring a wide range of play skills. Strengths and limitations of the reviewed studies are given as well as implications for practice and future research. Conclusions are discussed in the light of the high ecological validity of real world studies and the need to bridge the gap between academic research and school practice.     

提高高校德育实效性对策研究

高等教育国际化对德育提出的新要求,包括德育要实现国际化,德育要为培养国际化人才服务,教育方式要更加平等民主,教育载体要多样化以及要拓展大学生的现代意识。文章从提高德育目标、德育内容、德育方法的实效性以及完善德育保障体系几方面进行了深入探讨,以使大学德育更具针对性和实效性。