共查询到20条相似文献，搜索用时 218 毫秒
1.
The current study focuses on developing the learning progression of number sense for primary school students, and it applies a cognitive diagnostic model, the rule space model, to data analysis. The rule space model analysis firstly extracted nine cognitive attributes and their hierarchy model from the analysis of previous research and the mathematics textbook used in Beijing. A cognitive diagnostic test for number sense was then developed based upon the cognitive attributes. Finally, the model was used to analyse a sample of 1207 Chinese primary school students’ observed item responses to identify their knowledge states and to validate and modify the hypothesised learning progression. The results showed that the test was of good psychometric quality, and that the hypothesised learning progression was generally validated. By applying the rule space model, the hypothesised learning progression was modified at each level. The results also showed that students in grade 3, grade 4 and grade 5 were mainly classified into level 1 and level 2, level 2–level 4 and level 5 of the modified learning progression, respectively. These results suggest the feasibility and benefits of using cognitive diagnostic models to develop learning progressions. 相似文献
2.
校园地理信息系统的构建 总被引：2，自引：0，他引：2
为实现校园地理信息系统的构建,将地理信息系统的控件应用到可视化的编程环境中,进行GIS的二次开放,实现对校园资源的地理分布的空间特征以及校园资源属性特征的综合管理,系统数据库以Access进行管理,在VC＋＋环境下开发前端应用平台,利用ADO动态数据连接引擎实现数据通信;利用MapX组件技术,采用嵌入式集成方式,实现空间分析、查询等专业应用与基本地理信息功能的有机集成． 相似文献
3.
I. P. Schagen 《Educational studies》1990,16(1):61-73
Multilevel models allow data to be analysed which are hierarchical in nature; in particular, data which have been collected on pupils grouped into schools. Some of the associated variables may be measured at the pupil level, and others at the school level. The use of multilevel models produces estimates of variances between schools and pupils, as well as the effects of background variables in reducing or explaining these variances. One data set which has been analysed relates to the national surveys of mathematics carried out in England, Wales and Northern Ireland. In this case the basic unit of analysis was a pupil's performance in a group of items within one of 12 sub‐categories of maths. Each pupil tackled two such item groups (or sub‐tests) and thus a three‐level model was required, with the levels representing sub‐tests, pupils and schools. A number of background variables at both pupil and school levels were also measured, and interesting results were obtained when a multilevel model was fitted. The program used was a version of one developed by Professor H. Goldstein. A quite different data set related to pupils’ responses to a questionnaire survey about their reactions to their current course of study. The dependent variable was a measure of pupils’ satisfaction with the course derived from their responses, and other pupil level variables were also derived, relating to their school experiences and personal attributes. School level variables such as size and type of school were obtained from a schools data base. The program Hierarchical Linear Model (HLM) was used to model these data, using only two levels. The two multilevel program used have different strengths and capabilities, but are related in terms of the kinds of models that can be fitted. Such models can lead to greater insights into the relationships between school and pupil level variables, and their influence on pupil results or attitudes. 相似文献
4.
5.
MEI Cong-li SU Hong-ye CHU Jian 《浙江大学学报(A卷英文版)》2007,8(6):904-909
A novel mixed integer linear programming （NMILP） model for detection of gross errors is presented in this paper. Yamamura et al.（1988） designed a model for detection of gross errors and data reconciliation based on Akaike information criterion （AIC）. But much computational cost is needed due to its combinational nature. A mixed integer linear programming （MILP） approach was performed to reduce the computational cost and enhance the robustness. But it loses the super performance of maximum likelihood estimation. To reduce the computational cost and have the merit of maximum likelihood estimation, the simultaneous data reconciliation method in an MILP framework is decomposed and replaced by an NMILP subproblem and a quadratic programming （QP） or a least squares estimation （LSE） subproblem. Simulation result of an industrial case shows the high efficiency of the method. 相似文献
6.
To diagnose the English as a Foreign Language (EFL) reading ability of Chinese high-school students, the study explored how an educational theory, the revised taxonomy of educational objectives, could be used to create the attribute list. Q-matrices were proposed and refined qualitatively and quantitatively. The final Q-matrix specified the relationship between 53 reading items and 9 cognitive attributes. Thereafter, 978 examinees’ responses were calibrated by cognitive diagnosis models (CDMs) to explore their strengths and weaknesses in EFL reading. Results showed strengths and weaknesses on the 9 attributes of the sampled population, examinees at three proficiency levels and individual learners. A diagnostic score report was also developed to communicate multi-layered information to various stakeholders. The goodness of fit of the selected CDM was evaluated from multiple measures. The results provide empirical evidence for the utility of educational theories in cognitive diagnosis, and the feasibility of retrofitting non-diagnostic tests for diagnostic purposes in language testing. In addition, the study also demonstrates procedures of model selection and a post-hoc approach of model verification in language diagnosis. 相似文献
7.
Most of the existing classification accuracy indices of attribute patterns lose effectiveness when the response data is absent in diagnostic testing. To handle this issue, this article proposes new indices to predict the correct classification rate of a diagnostic test before administering the test under the deterministic noise input “and” gate (DINA) model. The new indices include an item‐level expected classification accuracy (ECA) for attributes and a test‐level ECA for attributes and attribute patterns, and both of them are calculated based solely on the known item parameters and Q ‐matrix. Theoretical analysis showed that the item‐level ECA could be regarded as a measure of correct classification rates of attributes contributed by an item. This article also illustrates how to apply the item‐level ECA for attributes to estimate the correct classification rate of attributes patterns at the test level. Simulation results showed that two test‐level ECA indices, ECA_I_W (an index based on the independence assumption and the weighted sum of the item‐level ECAs) and ECA_C_M (an index based on Gaussian Copula function that incorporates the dependence structure of the events of attribute classification and the simple average of the item‐level ECAs), could make an accurate prediction for correct classification rates of attribute patterns. 相似文献
8.
A BASIC Instructional Program is being developed as a vehicle for research in tutorial modes of computer-assisted instruction (CAI). Several design features will be appropriate to training in other technical areas and applicable in other instructional settings where the development of analytic and problem-solving skills is a goal. Methods are incorporated for monitoring and aiding the student as he works on programming problems in the BASIC language. The instructional program developed can be used to investigate schemes for optimizing problem presentation and giving assistance during problem-solving based on a model of the student's abilities and difficulties. Previous experience in the instructional and technical aspects of teaching a programming language indicates that a course in computer programming can be designed to help the student acquire programming concepts in a personalized and efficient manner as he develops skills at increasingly advanced levels. This article reports on work currently in progress and briefly summarizes observations and conclusions based on operation during the pilot year. A major goal of the research project is to increase the sophistication with which the instructional program monitors the student's work and responds to it with appropriate hints and prompts. One aspect of such work is the utilization of algorithms for checking the correctness of a student procedure. Limited but sufficient program verification is possible through simulated execution of the program on test data stored with each problem. Within the controllable context of instruction, where the problems to be solved are predetermined and their solutions known, simulated execution of the student's program can effectively determine its closeness to a stored model solution. The BASIC Instructional Program (BIP) is written in SAIL (VanLehn, 1973; Swinehart and Sproull, 1971), a versatile, ALGOL-like language, implemented exclusively at present on the DEC PDP-10 computer. SAIL includes a flexible associative sublanguage called LEAP (Feldman et al., 1972), which was used extensively to build BIP's information network. The course is now running on the PDP-10 TENEX timesharing system at the Institute for Mathematical Studies in the Social Sciences. It was offered during the pilot year as an introductory programming course at DeAnza College in Cupertino, California, and at the University of San Francisco in San Francisco, California. The collected data are being used to modify the problems and the “help” sequences in preparation for a more controlled experimental situation planned for the next academic year. 相似文献
9.
Hung‐Yu Huang 《Journal of Educational Measurement》2017,54(4):440-480
Cognitive diagnosis models (CDMs) have been developed to evaluate the mastery status of individuals with respect to a set of defined attributes or skills that are measured through testing. When individuals are repeatedly administered a cognitive diagnosis test, a new class of multilevel CDMs is required to assess the changes in their attributes and simultaneously estimate the model parameters from the different measurements. In this study, the most general CDM of the generalized deterministic input, noisy “and” gate (G‐DINA) model was extended to a multilevel higher order CDM by embedding a multilevel structure into higher order latent traits. A series of simulations based on diverse factors was conducted to assess the quality of the parameter estimation. The results demonstrate that the model parameters can be recovered fairly well and attribute mastery can be precisely estimated if the sample size is large and the test is sufficiently long. The range of the location parameters had opposing effects on the recovery of the item and person parameters. Ignoring the multilevel structure in the data by fitting a single‐level G‐DINA model decreased the attribute classification accuracy and the precision of latent trait estimation. The number of measurement occasions had a substantial impact on latent trait estimation. Satisfactory model and person parameter recoveries could be achieved even when assumptions of the measurement invariance of the model parameters over time were violated. A longitudinal basic ability assessment is outlined to demonstrate the application of the new models. 相似文献
10.
易树平 《重庆大学学报(英文版)》2002,1(1):27-31
To solve the problem of investment portfolio with single goal of maximal NPV, a 0- 1 programming model was proposed and proved effective; and to solve that concerning more elements of a project such as risk level and social benefit, a goal programming model is then introduced. The latter is a linear programming model adopting slack variable called deviation variable to turn inequation constraint into equation constraint, introducing a priority factor to denote different importance of the goals. A case study has demonstrated that this goal programming model can give different results according to different priority requirement of each objective. 相似文献
11.
Raghu Raman Hardik Vachharajani Krishnashree Achuthan 《Education and Information Technologies》2018,23(5):1919-1932
Within the context of Rogers theory of perceived attributes, authors propose a framework that can predict students’ motivation to adopt programming contest like ACM (Association of Computing Machinery) International Collegiate Programming Contest (ICPC). In this paper we investigate the attributes for adoption of programming contest in a social group comprising of (N?=?1245) undergraduate engineering students from the regional finals of the contest held in India over a period of 3 years. The results revealed that student motivations are strongly associated with attributes like relative advantage, compatibility, ease of use, peer influence, perceived enjoyment and perceived usefulness. Overall, students expressed positive attitude towards adopting programming contests as it helped improve their problem solving and programming skills and overall employability. Both gender was in agreement that joining and winning programming contests is a status symbol. 相似文献
12.
Hagar Ibrahim Labouta Natasha A. Kenny Rui Li Max Anikovskiy Leslie Reid David Thomas Cramb 《International Journal of Science Education》2018,40(12):1476-1492
Research on understanding the full extent that an authentic science research experience engages students in how scientists think and act is sparse. ‘Learning-science-by-doing-science’ (LSDS) is an emerging self-guided process-learning model in postsecondary science education. It offers authentic science research opportunities that drive students to think and act like scientists. This study investigates the LSDS approach as a potential model for science learning at postsecondary level and aims to answer a main research inquiry – what are the students’ and teaching staff’s perceptions of students’ learning gains and the quality of their learning experiences in an authentic research environment within the LSDS model? To answer this question, data were collected from the students, alumni, instructors, teaching assistants and the program director via questionnaires, focus groups and interviews. Students’ and staff’s lived experiences and their perceptions on their authentic research experiences within the LSDS model were used to articulate the key attributes and stages of the LSDS model. The outcomes of this study can be used to help other science programs implement similar authentic research process learning approaches in their own contexts. 相似文献
13.
基于聚类分析的粗糙集模型及其应用 总被引：2，自引：1，他引：1
将聚类分析方法和粗糙集理论相结合,建立了一种基于聚类分析的粗糙集模型,该模型能够删除冗余的数据且保留必要的数据,起到对数据进行预处理的作用,使得属性和属性值约简后的规则更加简练． 相似文献
14.
Piret Luik Marina Lepp Lidia Feklistova Merilin Säde Marili Rõõm Tauno Palts 《International Journal of Lifelong Education》2020,39(3):305-318
ABSTRACT MOOCs for learning the basics of programming have become popular among people with a diverse range of backgrounds, interests and learning contexts. Studies show that learners who enrol in MOOCs tend to have different motivation from learners in traditional courses, but it is not known how motivation differs for people with different backgrounds. This study aims to describe how the motivational factors behind enrolment in programming MOOCs relate to learners’ characteristics. The data were gathered in the spring of 2017 with a motivation scale (FIEM) from 1,536 participants of the MOOC ‘About Programming’. Using comparative analysis, differences in motivational factors between groups by gender, employment status and previous experiences in programming were found. Correlational analysis revealed that educational level, age and self-evaluated probability of completing the MOOC were also related to motivational factors. Different people are motivated by different factors, indicating that this knowledge could be used to design interesting and motivating programming MOOCs, which are relevant to learners with various backgrounds. 相似文献
15.
Maltreatment continues to be a leading cause of death for young children. Researchers are beginning to uncover which neighborhood attributes may be associated with maltreatment outcomes. However, few studies have been able to explore these influences while controlling for individual family attributes, and none have been able to parse out the most severe outcomes—injuries resulting in hospitalization or death. This study utilizes a retrospective, case-control design on a dataset containing both individual and environmental level attributes of children who have been hospitalized or died due to maltreatment to explore the relative influence of attributes inside and outside the household walls. Binary conditional logistic regression was used to model the outcome as a function of the individual and environmental level predictors. Separate analyses also separated the outcome by manner of maltreatment: abuse or neglect. Finally, a sub-analysis included protective predictors representing access to supportive resources. Findings indicate that neighborhood attributes were similar for both cases and controls, except in the neglect only model, wherein impoverishment was associated with higher odds of serious maltreatment. Dense housing increased risk in all models except the neglect only model. In a sub-analysis, distance to Family Resource Centers was inversely related to serious maltreatment. In all models, variables representing more extreme intervention and/or removal of the victim and/or perpetrator from the home (foster care or criminal court involvement) were negatively associated with the risk of becoming a case. Medi-Cal insurance eligibility of a child was also negatively associated with becoming a case. Government interventions may be playing a critical role in child protection. More research is needed to ascertain how these interventions assert their influence. 相似文献
16.
This article addresses the cross‐cultural generalization of the pentagonal implicit theory of giftedness (Sternberg & Zhang, 1995) as well as differential expectations regarding excellence for girls versus boys. First, we used an instrument based on the pentagonal theory with a sample of in‐service and pre‐service teachers at the University of Hong Kong. Second, we administered a questionnaire designed to assess conceptions of “excellence,” one of the attributes for giftedness described in the pentagonal model, to a different sample of in‐service and pre‐service teachers at the same university. We found a good fit of the pentagonal model to the data collected, paralleling results obtained in the U.S. We also found, however, that in Hong Kong, however, unlike in the U.S., participants had higher expectations of excellence for boys than for girls. These outcomes have implications for identification, instruction, and programming for the gifted. 相似文献
17.
Every year, many students in the UK fail to achieve a place at their preferred university because they take the wrong A‐level subjects. This study aims to suggest a framework for helping students choose the right subjects. Data on student achievement in A‐level examinations were obtained from a UK sixth form college over a four‐year period. Statistical techniques were employed to support our hypothesis that a student’s choice of A‐level subjects should be based on both the student’s ability and a university’s preference for particular subjects and grades. Despite the limitation of small sample size, a model has been created that will maximise a student’s chance of achieving a place at his/her university of choice. The model presented could easily be extended in future to incorporate more levels in each of the attributes considered, and in this way it could provide the optimal choice of subjects for each individual student given his/her particular aspirations. 相似文献
18.
《教育实用测度》2013,26(4):255-268
The study applied a psychometric model-the rule-space model-to diagnose students' states of knowledge about how the exponents behave in multiplication and division of quantities with exponents. A 38-item test was administered to 431 Grade 10 students. Each item was characterized by a list of task attributes required for answering the item correctly, and each student was classified, based on his or her item-score pattern, into the most likely knowledge, state (i.e., attribute-mastery pattern) corresponding to an ideal item-score pattern. The following outcomes of the rule-space model were presented: (a) the results of the classification of examinees to knowledge states at the group level along with individual examples, (b) the mastery level of the underlying task attributes as evaluated at three different test-score groups, and (c) a tree diagram of the transitional relationships among the knowledge states that can guide the design of effective remediation. Implications for utilizing the feedback, provided by the rule-space model in the context of instruction and assessment are discussed. 相似文献
19.
Attribute reduction is necessary in decision making system. Selecting right attribute reduction method is more important. This paper studies the reduction effects of principal components analysis （PCA） and system reconstruction analysis , SRA） on coronary heart disease data. The data set contains 1723 records, and 71 attributes in each record. PCA and SRA are used to reduce attributes number （less than 71 ） in the data set. And then decision tree algorithms. C4.5, classification and regression tree （ CART）, and chi-square automatic interaction detector （ CHAID ）, are adopted to analyze the raw data and attribute reduced data. The parameters of decision tree algorithms, including internal node number, maximum tree depth, leaves number, and correction rate are analyzed. The result indicates that. PCA and SRA data can complete attribute reduction work. and the decision-making rate on the reduced data is quicker than that on the raw data： the reduction effect of PCA is better than that of SRA. while the attribute assertion of SRA is better than that of PCA. PCA and SRA methods exhibit good performance in selecting and reducing attributes. 相似文献
20.
Preparing a Data Scientist: A Pedagogic Experience in Designing a Big Data Analytics Course 
下载免费PDF全文
下载免费PDF全文 Daniel Adomako Asamoah Ramesh Sharda Amir Hassan Zadeh Pankush Kalgotra 《Decision Sciences Journal of Innovative Education》2017,15(2):161-190
In this article, we present an experiential perspective on how a big data analytics course was designed and delivered to students at a major Midwestern university. In reference to the MSIS 2006 Model Curriculum, we designed this course as a level 2 course, with prerequisites in databases, computer programming, statistics, and data mining. Students in the class were mostly seniors or at the graduate level, and had a strong technical and quantitative background. We include details of concepts covered in the course, as well as summaries of four major sample course assignments used. Some of the concepts covered include large‐scale data collection and management using the Hadoop ecosystem, stream mining, visual analytics, and social network analytics. Besides Hadoop, the course also introduced various IBM and Teradata big data tools. We show how the course modules align with the intended learning goals and course objectives. A post‐course survey indicated that the structure and organization of the course helped students clearly and concisely assimilate the course content. 相似文献