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1.
陈书兴 《宜春学院学报》2011,33(10):59-61,149
构建了企业营销力与企业绩效的理论模型,提出了企业营销力与企业绩效的相关假设,然后以调查问卷的方式收集数据,建立回归模型,运用统计分析方法,对相关数据进行回归分析,验证了我们提出的研究假设,证明了企业营销力对企业绩效有积极的作用。  相似文献   

2.
Recently, several bias-adjusted stepwise approaches to latent class modeling with continuous distal outcomes have been proposed in the literature and implemented in generally available software for latent class analysis. In this article, we investigate the robustness of these methods to violations of underlying model assumptions by means of a simulation study. Although each of the 4 investigated methods yields unbiased estimates of the class-specific means of distal outcomes when the underlying assumptions hold, 3 of the methods could fail to different degrees when assumptions are violated. Based on our study, we provide recommendations on which method to use under what circumstances. The differences between the various stepwise latent class approaches are illustrated by means of a real data application on outcomes related to recidivism for clusters of juvenile offenders.  相似文献   

3.
As a global measure of precision, item response theory (IRT) estimated reliability is derived for four coefficients (Cronbach's α, Feldt‐Raju, stratified α, and marginal reliability). Models with different underlying assumptions concerning test‐part similarity are discussed. A detailed computational example is presented for the targeted coefficients. A comparison of the IRT model‐derived coefficients is made and the impact of varying ability distributions is evaluated. The advantages of IRT‐derived reliability coefficients for problems such as automated test form assembly and vertical scaling are discussed.  相似文献   

4.
Students’ conceptions of distinct constructivist assumptions   总被引：1，自引：0，他引：1  
The present studies were conducted to investigate students’ conceptions of distinct constructivist assumptions. To that end, a questionnaire was developed containing statements about four constructivist assumptions: The importance of knowledge construction, cooperative learning, self-regulation, and the use of authentic problems together with self-perceived inability to learn and motivation to learn. The studies demonstrate that the questionnaire was able to unearth students’ conceptions of the distinctiveness of constructivist assumptions. Students were able to identify the six factors underlying the questionnaire, as indicated by the fit of the hypothesized model. The test for measurement invariance showed that factor loadings were equivalent across groups and that the questionnaire’s underlying factor structure gave evidence of cross-validation. Testing alternative models with one and three latent factors resulted in poor model fits, supporting the questionnaire’s latent factor structure. The questionnaire developed appeared an adequate instrument to investigate students’ conceptions of constructivist assumptions of learning and students acknowledge the importance of these assumptions as distinct influences on their learning process.  相似文献   

5.
This article examines the underlying problems of one particular perspective in educational theory that has recently gained momentum: the Wilfred Carr approach, which puts forward the premise that there is no theory in educational research and, consequently, it is a form of practice. The article highlights the scientific, epistemological and methodological assumptions inherent in such a view. The argument is developed as follows: first, it expounds what Carr understands by the methodology of action research and educational theory, setting out his distinctive view. Secondly, it explains that both Carr's underlying methodology, as well as his theoretical alternative, are based on a particular perspective on Social Science. Thirdly, it reveals Carr's epistemological assumptions and the resultant educational consequences.  相似文献   

6.
ABSTRACT

This is Part Two of a two‐part article, the first part having been published in The Vocational Aspect of Education, 44, pp. 211–231. Part One discussed the literature concerning small business management and its implications for the development of an instrument for identifying the training and development needs of small business managers. Part Two explains the assumptions underlying the instrument we have created before describing the instrument and its use in interviews and small group situations. The instrument is considered to be valid, but to require further validation trials and development.  相似文献   

7.
Essential for the validity of the judgments in a standard-setting study is that they follow the implicit task assumptions. In the Angoff method, judgments are assumed to be inversely related to the difficulty of the items; contrasting-groups judgments are assumed to be positively related to the ability of the students. In the present study, judgments from both procedures were modeled with a random-effects probit regression model. The Angoff judgments showed a weaker link with the position of the items on the latent scale than the contrasting-groups judgments with the position of the students. Hence, in the specific context of the study, the contrasting-groups judgments were more aligned with the underlying assumptions of the method than the Angoff judgments .  相似文献   

8.
Conclusion The likelihood ratio test is a powerful and soundly based statistical procedure which can be applied to the White and Clark model without introducingad hoc approximations or assumptions. Since use of this test often leads to different decisions than those reached using the procedure suggested by White and Clark, it is recommended that it be used in future hierarchy validation studies.  相似文献   

9.
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10.
《Educational Assessment》2013,18(3):277-305
This article considers issues in educational reform, particularly accountability-oriented policies, and student motivation. We argue that prominent theories of motivation derived from cognitive traits/states are antithetical to the assumptions underlying conventional assessment formats and accountability-oriented reforms. We advance an alternative perspective that emerges from sociocultural assumptions. In this perspective, the values and beliefs that motivate engagement in learning reside alongside the practices that characterize knowledge communities and, together, constitute a model of practice. We therefore explore the complex issue of reconciliation between the activities of individuals and social contexts and how "dialectical" reconciliation addresses tensions between classroom assessment and external testing, and between formative and summative functions of assessment. Data and conclusions from a program of research in science education illustrate and warrant these considerations.  相似文献   

11.
This paper describes four procedures previously developed for estimating conditional standard errors of measurement for scale scores: the IRT procedure (Kolen, Zeng, & Hanson. 1996), the binomial procedure (Brennan & Lee, 1999), the compound binomial procedure (Brennan & Lee, 1999), and the Feldt-Qualls procedure (1998). These four procedures are based on different underlying assumptions. The IRT procedure is based on the unidimensional IRT model assumptions. The binomial and compound binomial procedures employ, as the distribution of errors, the binomial model and compound binomial model, respectively. By contrast, the Feldt-Qualls procedure does not depend on a particular psychometric model, and it simply translates any estimated conditional raw-score SEM to a conditional scale-score SEM. These procedures are compared in a simulation study, which involves two-dimensional data sets. The presence of two category dimensions reflects a violation of the IRT unidimensionality assumption. The relative accuracy of these procedures for estimating conditional scale-score standard errors of measurement is evaluated under various circumstances. The effects of three different types of transformations of raw scores are investigated including developmental standard scores, grade equivalents, and percentile ranks. All the procedures discussed appear viable. A general recommendation is made that test users select a procedure based on various factors such as the type of scale score of concern, characteristics of the test, assumptions involved in the estimation procedure, and feasibility and practicability of the estimation procedure.  相似文献   

12.
Currently there is concern among some educators regarding the reliability of criterion-referenced (CR) measures. In this comment, a recent attempt to develop a theory of reliability for CR measures is examined, and some considerations for determining the reliability of CR measures are discussed. Conventional reliability statistics (e.g., coefficient alpha, standard error of measurement) are found appropriate for CR measures satisfying the assumptions of the measurement model underlying classical test theory. For measures with underlying multidimensional traits, conventional reliability statistics may be used at the homogeneous subscale level. When the confidence interval about a student's “below criterion score” includes the criterion, additional evidence about the student should be obtained. Two-stage sequential testing is suggested as one method for acquiring additional evidence.  相似文献   

13.
Some uneasy inquiries into ID expert systems   总被引：1，自引：0，他引：1  
Alternative approaches to developing software automating instructional development are described in this article. Information management and expert system approaches are compared. General assumptions underlying the development of all authoring tools, including conventional authoring systems, and additional assumptions underlying the development of expert ID tools are identified. Questions are raised concerning the viability of ID automation tools. It is argued that conventional authoring systems may not be as inadequate or inferior as ID expert system developers have claimed, and that of two approaches to ID automation, tools emphasizing information management are probably most useful. Information management tools, however, still may be inappropriate in some contexts.  相似文献   

14.
Student teachers are expected to develop their teaching skills sooner and more rapidly. However, a sound evaluation instrument that can be used to diagnose and monitor the skilfulness level to aid formative assessment of student teachers is still limited. This article is aimed to calibrate and validate a teaching skill evaluation instrument for use in secondary education. A total of 264 student teachers in the Netherlands participated in the study. Rasch and multilevel analyses were used. Results suggest that the evaluation instrument meets the restrictive assumptions of the Rasch model and has predictive value for academic engagement. This adds validation evidence and justifies the calibration of the evaluation instrument to be used for monitoring the development of teacher's teaching skills.  相似文献   

15.
Undergraduate grade point average (GPA) is a commonly employed measure in educational research, serving as a criterion or as a predictor depending on the research question. Over the decades, researchers have used a variety of reliability coefficients to estimate the reliability of undergraduate GPA, which suggests that there has been no consensus on the most appropriate model. This paper reviews the assumptions of different reliability models and examines the effect of violating these assumptions on reliability estimates of GPA. Using longitudinal semester GPA data for 62,122 students from 26 four-year institutions, the reliability estimates for semester, annual, and fourth-year cumulative GPA ranged between .60–.65, .75–.79, and .89–.92, respectively. Depending on the measure, up to eight different reliability coefficients were estimated. In general, different estimates resulted in minor differences even when the assumptions of the underlying models are not met; however, larger differences were observed for the fourth-year cumulative GPA analyses.  相似文献   

16.
This study was designed to examine the underlying structure of the Children's Playfulness Scale (CPS). The CPS was administered to 602 children who were randomly divided into two groups (calibration and validation group). The calibration group (n= 279) included 137 boys and 142 girls, and the validation group (n= 323) included 162 boys and 161 girls, ranging in age from 4 to 6 years. A one-factor model was postulated and supported. According to the model, 5 variables measuring children's playfulness loaded on one factor (playfulness). In addition, the proposed model was found to be invariant across the two groups. Good cross-generalizability of the CPS appears to support its validity. Educators working in a preschool/kindergarten setting may use it with confidence when evaluating children's playfulness.  相似文献   

17.
Five methods for analyzing data arising from research involving pretests and posttests are considered. These methods include: (1) posttest analysis only; (2) analysis of raw gain scores (posttest minus pretest); (3) analysis of the data with a pretest-posttest factor included in the statistical model; (4) analysis of posttest data with pretests as a covariate, and (5) analysis of gain scores with pretests as a covariate. The characteristics of each are discussed, with a conclusion that the fifth method is superior to the others when the assumptions underlying covariance analysis are met.  相似文献   

18.
For institutional researchers, the choice to use a quantitative or qualitative approach to research is dictated by time, money, resources, and staff. Frequently, the choice to use one or the other approach is made at the method level. Choices made at this level generally have rigor, but ignore the underlying philosophical assumptions structuring beliefs about methodology, knowledge, and reality. When choosing a method, institutional researchers also choose what they believe to be knowledge, reality, and the correct method to measure both. The purpose of this paper is to clarify and explore the assumptions underlying quantitative and qualitative research. The reason for highlighting the assumptions is to increase the general level of understanding and appreciation of epistemological issues in institutional research. Articulation of these assumptions should foster greater awareness of the appropriateness of different kinds of knowledge for different purposes.  相似文献   

19.
Teacher education in England now requires that student teachers follow practices that do not undermine “fundamental British values” where these practices are assessed against a set of ethics and behaviour standards. This paper examines the political assumptions underlying pedagogical interpretations about the education of national identities through documenting how a group of student teachers uphold the institutional demand of promoting fundamental British Values in relation to their discursive constructions of Britishness. Empirical data exemplifies potential political understandings guiding educational practices. Analysis suggests that pedagogies of national education are mediated by (i) educators’ understandings of the nation as an essential entity or a social construct and (ii) their understanding of national identities as being open or closed to competing interpretations. The paper concludes by examining implications of different political and pedagogical positions for practice and research.  相似文献   

20.
Research on teacher productivity, as well as recently developed accountability systems for teachers, relies on “value-added” models to estimate the impact of teachers on student performance. We consider six value-added models that encompass most commonly estimated specifications. We test many of the central assumptions required to derive each of the value-added models from an underlying structural cumulative achievement model and reject nearly all of them. While some of the six popular models produce similar estimates, other specifications yield estimates of teacher productivity and other key parameters that are considerably different.  相似文献   

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