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1.
计算机管理自学考试题库的探索性研究 总被引：1，自引：1，他引：1
题库是按照一定原则组织起来,技术质量业已查明的,能为一定考试目的服务的大量优良试题的集合,它包括题库技术和题库管理两个方面。本文要探讨的是计算机管理题库,就是运用计算机这种管理手段和管理技术,实现题库管理的规范化、科学化和最优化。 相似文献
2.
Use of item banking technology can provide much relief for the chores associated with preparing assessments; it may also enhance the quality of the items and improue the quality of the assessments. Item banking programs provide for item entry and storage, item retrieval and test creation, and maintenance of the item history. Some programs also provide companion programs for scoring, analysis, and reporting. There are many item banking programs that may be purchased or leased, and there are banks of items auailable for purchase. This module is designed to help those who develop assessments of any kind to understand the process of item banking, to analyze their needs, and to find or develop programs and materials that meet those needs. It should be useful to teachers at all leuels of education and to school-district test directors who are responsible for developing district-wide tests. It may also provide some useful information for those who are responsible for large-scale assessment programs of all types. 相似文献
3.
An item bank is defined as a relatively large collection of easily accessible test questions. A wide variety of item bank schemes that meet this relatively unrestricted definition is illustrated. Advantages and disadvantages of item banking and the conditions under which item banks have the most potential value are identified. An extensive list of questions to be asked in designing item banking systems is provided. The following five questions were singled out for further discussion: How many items should be in the bank? Should users develop their own item collections or use the collections of others? How should the items be classified? Should items be calibrated? Will each test have different items or will the same test be administered to all? 相似文献
4.
复本试卷的平行,是确保自学考试标准稳定的重要手段。影响试卷平行的因素包括试卷结构、知识内容、难度分布、认知层次的构成等,它们从不同维度上共同构成了平行试卷的指标控制体系。在命题和题库建设中,通常使用命题细目表和知识内容赋分比例表作为控制试卷平行的手段。 相似文献
5.
R. Darrell Bock David Thissen Michele F. Zimowski 《Journal of Educational Measurement》1997,34(3):197-211
In classical test theory, a test is regarded as a sample of items from a domain defined by generating rules or by content, process, and format specifications, l f the items are a random sample of the domain, then the percent-correct score on the test estimates the domain score, that is, the expected percent correct for all items in the domain. When the domain is represented by a large set of calibrated items, as in item banking applications, item response theory (IRT) provides an alternative estimator of the domain score by transformation of the IRT scale score on the test. This estimator has the advantage of not requiring the test items to be a random sample of the domain, and of having a simple standard error. We present here resampling results in real data demonstrating for uni- and multidimensional models that the IRT estimator is also a more accurate predictor of the domain score than is the classical percent-correct score. These results have implications for reporting outcomes of educational qualification testing and assessment. 相似文献
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7.
鸡还是蛋：中国金融发展与经济增长之关系（1992-2004年） 总被引：2，自引：0，他引：2
在向量自回归模型框架下,运用格兰杰(非)因果关系分析法、弱外生变量分析法检验中国金融发展与经济增长之间的短期和长期因果关系,结果表明,尽管中国金融改革是滞后于实体经济部门的改革,但在1992-2004期间,金融发展的确已促进了经济增长.在长期,尽管银行部门和股票市场都对经济增长有统计意义上的影响,但股票市场对GDP的影响力明显强于银行部门对GDP的影响力. 相似文献
8.
CONSTRUCTING AN ITEM BANK USING PARTIAL CREDIT SCORING 总被引：1，自引：0，他引：1
GEOFFEREY N. MASTERS 《Journal of Educational Measurement》1984,21(1):19-32
A method for banking test items scored in several ordered response categories is described. Each item is seen as an ordered sequence of steps, and test forms are equated using the estimated difficulties of the steps in their shared items. Procedures for analyzing the internal consistency of individual links and for analyzing the coherence of an entire linking structure are described. The methodology is used to link six forms of a mathematics problem solving test. 相似文献
9.
金融风险"财政化"的制度缺陷及其防范对策 总被引：1，自引：0，他引：1
陈凤娣 《福建师范大学学报(哲学社会科学版)》2005,(4):21-24
金融风险"财政化"是我国在体制转轨时期处理金融风险的一种特殊模式.它的出现有其历史和现实的客观必然性,但是,也存在诸多制度缺陷.应深入分析金融风险向财政转移的原因,采取积极有效的措施予以防范. 相似文献
10.
General conditions which should be met in the development of the idea of science processes and the potential benefits which would result are suggested. An approach to the definition of science processes based on variables and variable handling is outlined. It is argued that this should occur specifically in the context of educational practice. The processes should be elucidated within a taxonomy of tasks, the ultimate components of which should be interpretable and transferable skills. The development and utilization of such a taxonomy can most obviously occur in the context of assessment. The techniques of item banking and domain definition in domain‐referenced tests are then discussed in relation to the above issues. Multi‐dimensional labelling of an item bank is considered to be appropriate, and suggestive of a research programme for investigating the requirements of transferability and interpretability. The labelling scheme resulting from an attempt to identify the significant dimensions of the age 15 Assessment of Performance Unit (APU) science item bank is reported. The paper indicates the effectiveness of the scheme and discusses the value of labelling those items within the assessment programme which draw heavily on the conceptual framework of taught science. A discussion of how the labelling scheme/item bank can be used in an attempt to identify the skills required in undertaking tasks based on science processes, and thus to develop tests of such identifiable skills for diagnostic and placement purposes in schools, concludes this paper. 相似文献
11.
黄伟 《荆门职业技术学院学报》2006,21(5):67-71
统筹区域发展是艰巨、复杂、长期的事业。亟需以科学发展观为指导,借鉴国际经验,以法律来保障实施。现行财税金融法律在统筹区域发展上存在不足。需要从立法宗旨和基本原则、立法结构和主要内容、法律执行、法律监督以及法律责任几方面共同构建统筹区域发展的财税金融法律。 相似文献
12.
RONALD N. MARSO 《Journal of Educational Measurement》1970,7(2):113-118
Two experiments were conducted to determine if a relationship exists between test item arrangements and student performance on power tests. The primary hypotheses were: item arrangements based upon item difficulty, similarity of content, or order of class presentation do not influence test score or required testing time. In the first experiment 122 subjects were randomly assigned to three item difficulty arrangements of 139 test items with a 0–100% difficulty range, and in the second experiment 156 subjects were randomly assigned to three item content arrangements of 103 items. Results of analyses of variance with test anxiety used as a classification factor supported the hypotheses. 相似文献
13.
The study of change is based on the idea that the score or index at each measurement occasion has the same meaning and metric across time. In tests or scales with multiple items, such as those common in the social sciences, there are multiple ways to create such scores. Some options include using raw or sum scores (i.e., sum of item responses or linear transformation thereof), using Rasch-scaled scores provided by the test developers, fitting item response models to the observed item responses and estimating ability or aptitude, and jointly estimating the item response and growth models. We illustrate that this choice can have an impact on the substantive conclusions drawn from the change analysis using longitudinal data from the Applied Problems subtest of the Woodcock–Johnson Psycho-Educational Battery–Revised collected as part of the National Institute of Child Health and Human Development's Study of Early Child Care. Assumptions of the different measurement models, their benefits and limitations, and recommendations are discussed. 相似文献
14.
昆明呈贡高校园区建设对现代新昆明建设有十分重要的意义。作者在论述高校园区建设所面临的资本市场融资问题的基础上,分析了高校园区建设所面临的金融环境,提出了发展高校园区建设必须实行财政、金融政策倾斜,建立高校园区的融资途径支持体系的观点,目的在于寻求金融促进高校园区建设的途径。 相似文献
15.
We investigated language variation and score variation in the testing of English language learners, native Spanish speakers. We gave students the same set of National Assessment of Educational Progress mathematics items in both their first language and their second language. We examined the amount of score variation due to the main and interaction effect of student (s), item (i), rater (r), and language (l). We observed a considerable score variation due to the interaction, s × i × l, which indicates that each item has a unique set of linguistic challenges in each language and each student has a unique set of strengths and weaknesses in each language. Parallel results were obtained with samples of students tested across dialects of their native language. 相似文献
16.
Terry A. Ackerman 《Journal of Educational Measurement》1992,29(1):67-91
Many researchers have suggested that the main cause of item bias is the misspecification of the latent ability space, where items that measure multiple abilities are scored as though they are measuring a single ability. If two different groups of examinees have different underlying multidimensional ability distributions and the test items are capable of discriminating among levels of abilities on these multiple dimensions, then any unidimensional scoring scheme has the potential to produce item bias. It is the purpose of this article to provide the testing practitioner with insight about the difference between item bias and item impact and how they relate to item validity. These concepts will be explained from a multidimensional item response theory (MIRT) perspective. Two detection procedures, the Mantel-Haenszel (as modified by Holland and Thayer, 1988) and Shealy and Stout's Simultaneous Item Bias (SIB; 1991) strategies, will be used to illustrate how practitioners can detect item bias. 相似文献
17.
《教育实用测度》2013,26(4):341-351
The relation between characteristics of test takers and characteristics of items was examined in a quasi-experimental study. High-school sophomores and juniors were administered a mathematics exam that was of consequence to the sophomores but not the juniors. The juniors had more mathematics course work as a group but less motivation to perform well. Items were characterized by item difficulty (from p values), the degree to which they were mentally taxing (how much mental effort was necessary to reach a correct answer), and item position (as an index of the level of fatigue of the test taker). A differential item functioning (DIE) analysis was conducted to look at differences between sophomores and juniors on an item-by-item basis. It was found that all three item characteristic measures were related to the DIF index, with the mental taxation measure showing the strongest relation. Results are interpreted in relation to the expectancy value model of motivation as formulated by Pintrich (1988, 1989). 相似文献
18.
E. J. Capaldi Donna R. Verry Timothy M. Nawrocki Daniel J. Miller 《Learning & behavior》1984,12(1):7-20
Two experiments indicated that two approaches to serial learning are too extreme—the classical view that it consists only of interitem associations and various recent views that it involves no interitem associations. The novel assumption introduced here was that phrasing cues, normally conceptualized as merely segregating long series into smaller units or chunks, may also enter into associations with items, thereby reducing interitem interference and facilitating serial learning. It was found that one item could become a signal for another item, an interitem association, or be overshadowed by a phrasing cue, such as a brightness and temporal cue, also signaling that item. The items were .045-g pellets. Rats traversed a runway for items arranged in ordered series, 14-7-3-1-0 pellets (Experiment 1) or 10-2-0-10 (Experiment 2). Complete tracking of, for example, the 10-2-0-10 series would consist of fastest running to 10 pellets and slowest running to 0 pellets. In both investigations, the interitem association overshadowed was that between 0 pellets and the subsequent rewarded item, 0 → 14 (Experiment 1) or 0 → 10 (Experiment 2). Either repetitions of the 14-7-3-1-0 subpattern (Experiment 1) or merely the terminal 10-pellet item (Experiment 2) were phrased, both methods producing identical results. Overshadowing the 0-pellet item produced superior serial learning, more rapid extinction, and, in Experiment 1, considerable elevation of responding when the brightness phrasing cue was introduced in extinction, an effect said to be conceptually identical to spontaneous recovery and one demonstrating directly that phrasing cues are in reality overshadowing cues. It was suggested that many effects attributed to forgetting may be due to unrecognized overshadowing of memory cues by phrasing cues, giving rise to exaggerated estimates of forgetting. 相似文献
19.
操作风险控制是我国银行业风险控制的核心任务之一。在信息化条件下,知识转化和组织学习对操作风险控制在理论上具有直接的促进作用。基于我国银行业的样本数据,借助于结构方程模型分析方法,实证性的研究揭示了操作风险的微观控制机理,从而为我国银行业在信息化环境下改进组织学习和知识转化的策略,进而提高操作风险的控制能力提供了现实性的理论借鉴。 相似文献
20.
Sigrid Blömeke Ute Suhl Martina Döhrmann 《International Journal of Science and Mathematics Education》2013,11(4):795-817
The “Teacher Education and Development Study in Mathematics” assessed the knowledge of primary and lower-secondary teachers at the end of their training. The large-scale assessment represented the common denominator of what constitutes mathematics content knowledge and mathematics pedagogical content knowledge in the 16 participating countries. The country means provided information on the overall teacher performance in these 2 areas. By detecting and explaining differential item functioning (DIF), this paper goes beyond the country means and investigates item-by-item strengths and weaknesses of future teachers. We hypothesized that due to differences in the cultural context, teachers from different countries responded differently to subgroups of test items with certain item characteristics. Content domains, cognitive demands (including item difficulty), and item format represented, in fact, such characteristics: They significantly explained variance in DIF. Country pairs showed similar patterns in the relationship of DIF to the item characteristics. Future teachers from Taiwan and Singapore were particularly strong on mathematics content and constructed-response items. Future teachers from Russia and Poland were particularly strong on items requiring non-standard mathematical operations. The USA and Norway did particularly well on mathematics pedagogical content and data items. Thus, conditional on the countries’ mean performance, the knowledge profiles of the future teachers matched the respective national debates. This result points to the influences of the cultural context on mathematics teacher knowledge. 相似文献