共查询到20条相似文献，搜索用时 109 毫秒
1.
对嵌入式软件的测试进行了研究,从测试工具的使用、获取上载的测试数据对其进行了阐述,最后给出了相应的测试策略. 相似文献
2.
嵌入式软件规模日益增大,结构也越来越复杂,对嵌入式软件系统必须进行严格的测试,如何提高嵌入式软件测试的质量和效率已经成为当前研究的重点。介绍当前嵌入式软件测试的3种主要环境,分析嵌入式软件测试的特点,并阐述了覆盖测试基本原理,最后对嵌入式软件覆盖测试关键技术进行了探讨。 相似文献
3.
本文就语用测试、会话含义理论、会话含义测试的发展进行了探讨,论述了会话含义测试所取得的成果与会话含义测试所面临的问题,并指出传统会话含义测试应结合和借鉴实验语用学的方法和成果,从而使会话含义测试取得更好的发展和进步。 相似文献
4.
5.
6.
阐述了空间思维能力的重要性和对即将接受职业教育的学生进行空间思维能力测试的必要性。借鉴美国对学生进行空间思维测试的举措,给出了空间思维能力测试范围,并对测试结果进行了分析,提出了职业教育阶段在培养学生空间思维能力方面应特别注意的问题。 相似文献
7.
任务型测试产生于基于任务的语言教学,它以交际能力为理论基础,是交际性语言测试的一种。任务型测试主要从测试手段,即测试项目设计及材料真实性方面对交际性测试进行了完善,进一步提高了语言测试的效度,从而推动交际性测试建构模式的发展。 相似文献
8.
能否保证普通话水平测试的信度和效度,直接关系到测试工作的成败。文章就测试员评分对普通话水平测试信度和效度的影响进行了探讨,并提出了保证普通话水平测试信度和效度的具体措施。 相似文献
9.
本文对传统的中学英语应试测试法的弊端及改革的必然性进行了简析,提出了应实施包括笔试、听力测试和口试在内的新的测试法--素质测试,并阐述了这三方面测试的形式和手段. 相似文献
10.
本文介绍了 IDDQ测试的基本原理 ,探讨了 IDDQ测试方法在对静态 CMOS电路测试时的重要特征 ,展示了 IDDQ测试的优越性 相似文献
11.
杨柳 《天津职业院校联合学报》2011,13(9):56-60
2010年7月第一次改革后的日本语能力测试结束了,进行了N1、N2、N3三个级别的考试。针对改革后的新题型,新变化,从N2与2级考试的题型比较入手,进行简单分析,阐述观点。 相似文献
12.
Malcolm Eley 《高等教育研究与发展》2001,20(3):293-312
Two studies considered whether the Course Experience Questionnaire's (CEQ) question format was the most appropriate for the CEQ's purpose. In the first, comparisons were made against two alternative but minimalist variations on the standard format. None of three tests showed the standard format to be superior. In the second, students reported the thinking used in deciding their responses on a sample of specific CEQ questions. Those reports uniformly showed responses to be decided by the recall of particular, concrete and personal experiences prompted by a question, and not by the overviewing implicitly assumed by the standard format. The implications drawn are that the systematic trialing of alternative question forms could well result in improved performance of the CEQ as an instrument, and that those alternative forms should probably be constrained to those directly prompting the recall of personal experience, but in more guided fashion than seems presently to occur. 相似文献
13.
Adam E. Wyse 《Educational and psychological measurement》2021,81(4):644
An essential question when computing test–retest and alternate forms reliability coefficients is how many days there should be between tests. This article uses data from reading and math computerized adaptive tests to explore how the number of days between tests impacts alternate forms reliability coefficients. Results suggest that the highest alternate forms reliability coefficients were obtained when the second test was administered at least 2 to 3 weeks after the first test. Even though reliability coefficients after this amount of time were often similar, results suggested a potential tradeoff in waiting longer to retest as student ability tended to grow with time. These findings indicate that if keeping student ability similar is a concern that the best time to retest is shortly after 3 weeks have passed since the first test. Additional analyses suggested that alternate forms reliability coefficients were lower when tests were shorter and that narrowing the first test ability distribution of examinees also impacted estimates. Results did not appear to be largely impacted by differences in first test average ability, student demographics, or whether the student took the test under standard or extended time. It is suggested that for math and reading tests, like the ones analyzed in this article, the optimal retest interval would be shortly after 3 weeks have passed since the first test. 相似文献
14.
Groups of 11‐year‐olds in their first term at secondary school were given three cognitive tests. Girls and boys were found to be approximately equal in science knowledge. Boys did slightly better on tests of physical science, especially when these were in multiple choice form, but otherwise there were few sex differences. Neither the style of the question (multiple choice or structured) nor the content (feminine or masculine) had any great effect on sex differences in performance. However, boys performed markedly better than girls on tests of spatial ability and mechanical reasoning. These skills may be important for later success in technical studies at school. 相似文献
15.
Why has large-scale standardised testing attracted such a bad press? Why has pedagogic benefit to be derived from test results been downplayed? The paper investigates this question by first surveying the pros and cons of testing in the literature, and goes on to examine educators' responses to standardised, large-scale tests in a sample of low socio-economic status (SES) schools in the Western Cape, South Africa. The paper shows that teachers and school managers have an ambivalent attitude to tests, wary of the reputational costs they can incur, but also curious about the differentiated picture test results can give them as they learn to ‘read’ the underlying codes embedded in the results. The paper concludes that a focus on what tests make visible and a recognition of the pedagogic agency of teachers points to potential pedagogic benefits of systemic tests. 相似文献
16.
A method of assessment, involving six one-hour tests, with provision to repeat four of them, has been used with favourable student and staff reaction in first year, two semester undergraduate physics courses. The style of question and marking criteria used previously in a conventional examination are retained.The relationship between performance in Physics I, high school background and mark in the first physics test, held in the fifth week of the university course. are investigated through a series of regression analyses. An attempt is made to arrive at an appropriate entry criterion for admission to Physics I. 相似文献
17.
Test unreliability due to guessing in multiple‐choice and true/false tests is analysed from first principles, and two new measures are described, with the intention that they should be of a sort that is easily communicated without reference to the underlying statistics. One measure is concerned with the resolution of defined levels of knowledge and the other with the probability of examinees being incorrectly ranked. How the measures decrease with both test length and number of response options per question is quantified. It is concluded that the results of many tests currently conducted are likely to be unacceptably unreliable. Procedures for increasing test reliability are discussed in a logical sequence intended to aid their understanding. 相似文献
18.
指出了在JYS—I型计算机组成原理实验箱上测试181芯片的进位延迟时间所遇到的问题,经分析,给出了解决方法。 相似文献
19.
Although large-scale national tests have been used for many years in Swedish compulsory schools, very little is known about how pupils actually react to these tests. The question is relevant, however, as pupil reactions in the test situation may affect test performance as well as future attitudes towards assessment. The question is relevant also in light of the changing assessment culture in Sweden and other European countries. The main purpose of the present study was to explore how a sample of grade 9 pupils perceived their first encounter with national tests in science, mainly in terms of perceived importance of the test, reported invested effort, and feelings of test anxiety, and how these aspects were related to test performance. Results show that a majority of the pupils seemed to perceive the test as rather important and claimed that they spent effort on the test. There was, however, also a fair group of students who did not perceive the test as very important. Ratings of perceived importance and invested effort and motivation were positively related to performance, particularly for the boys. Many students also reported that they felt anxious before and during the test, but the relationship between test anxiety and test performance was rather weak. Findings illuminate how pupils may perceive and behave in the assessment situation, and point to the need of further studies investigating the psychology of test-taking. 相似文献
20.
Development of decoding,reading comprehension,vocabulary and spelling during the elementary school years 总被引：1，自引：0，他引：1
The goal of this study was (1) to investigate the development of decoding(efficiency), reading comprehension, vocabulary and spelling during theelementary school years and (2) to determine the differences between poor,average and good performers with regard to the development of theseskills. Twice each year two standardized tests for each skill wereadministered. For two successive periods, one of the tests for each skill wasthe same. To describe the development in terms of a latent variable evolvingacross grades, the structured-means version of the structural equationmodel was used. The growth was expressed in terms of effect size. Withrespect to the first question, clear seasonal effects were found for readingcomprehension, vocabulary and spelling, while the seasonal effect fordecoding efficiency was restricted to the early grades. Progress tended tobe greater from fall to spring than from spring to fall. For decodingefficiency, and to a lesser degree for vocabulary and spelling, growthshowed a declining trend across grades. For reading comprehension, theprogress in grade 2 was lower than the progress in grade 3, but progresswas declining across higher grades. With respect to the second question,it appeared that initially low performers on reading comprehension,vocabulary and spelling tended to show a greater progress, especially inperiods where the largest amount of instruction was given. Although it wasfound that the low, medium and high ability groups remain in the sameorder, as far as their means are concerned, these findings do not confirmthe existence of a Matthew effect for reading comprehension, vocabularyand spelling. For decoding efficiency no clear differential effect could befound: the gap between the poor and good performers did not widen overtime for this skill. 相似文献