共查询到20条相似文献，搜索用时 31 毫秒
1.
Randy Elliot Bennett Donald A. Rock Minhwei Wang 《Journal of Educational Measurement》1991,28(1):77-92
This study examined the relationship of multiple-choice and free-response items contained on the College Board's Advanced Placement Computer Science (APCS) examination. Confirmatory factor analysis was used to test the fit of a two-factor model where each item format marked its own factor. Results showed a single-factor solution to provide the most parsimonious fit in each of two random-half samples. This finding might be accounted for by several mechanisms, including overlap in the specific processes assessed by the multiple-choice and free-response items and the limited opportunity for skill differentiation afforded by the year-long APCS course. 相似文献
2.
A computer-based course in Advanced Placement Calculus AB, developed at the Institute for Mathematical Studies in the Social Sciences at Stanford University, was completed by 13 gifted students in grades 7–10 from seven different junior and senior high schools. This article covers the selection procedures for students, the day-to-day progress of the calculus students during the 1990–91 school year, details of the derivation system developed, operational aspects of the hardware and software systems that were used, and analysis of individual differences that appear in the self-placed environment. The 13 students took the Advanced Placement Calculus AB examination in May 1991. All students passed. Six scored 5 (the highest grade); Six scored 4, and one scored 3, for an average score of 4.4.This article summarizes research supported by National Science Foundation Grants MDR-90-50008, MDR-85-50596, and MDR-87-51523 at Stanford University. 相似文献
3.
We consider the relationship between the multiple-choice and free-response sections on the Computer Science and Chemistry tests of the College Board's Advanced Placement program. Restricted factor analysis shows that the free-response sections measure the same underlying proficiency as the multiple-choice sections for the most part. However, there is also a significant, if relatively small, amount of local dependence among the free-response items that produces a small degree of multidimensionauty for each test 相似文献
4.
Hunter M. Breland Despina O. Danos Helen D. Kahn Melvin Y. Kubota Marilyn W. Bonner 《Journal of Educational Measurement》1994,31(4):275-293
To explore a phenomenon of gender differences in Advanced Placement examinations, random samples of free-response test booklets were taken from the 1986 examination in U.S. History. These examinations were chosen because they consistently show significant gender differences in objective scores but no gender differences in free-response scores. A rescoring of the free responses was conducted that focused on their historical content. This rescoring was conducted by readers other than those who conducted the original scoring and involved tallies of specific historical points made, supporting evidence given, and factual errors. Ratings were also made of handwriting quality, neatness, and English composition quality of the free responses. Analyses conducted indicate that free-response tasks of the type examined may have inherent characteristics that reward English composition abilities, and that some females may compensate for inferior historical knowledge with superior English composition abilities. 相似文献
5.
自中文成为美国高中新增加的四门大学先修课程之一以来,已经有2400所学校开始开设AP中文课程。本文对美国大学中文先修课程和测验进行了概述。 相似文献
6.
Julie Dingle Swanson Steven Nagy 《Journal of Education for Students Placed at Risk》2014,19(3-4):229-256
The focus of this study was the first year of implementation of the Advanced Placement Academy (APA), a program within a high school providing honors and Advanced Placement coursework for high-ability African American students with previously limited access to rigorous courses. The qualitative investigation explores practical solutions from perspectives of school, classroom, and individual students. Data included document review; administrator, teacher, and student interviews; and classroom observations. Themes identified were academic, guidance, and social and emotional supports. Constructing this rigorous program required time, resources, and expertise coupled with strong leadership, a person in charge. APA created a small, caring community, building student belonging. The community included key persons intensely focused on students and what they need to achieve; e.g., culturally responsive, differentiated instruction. Students from bleak educational backgrounds require more time to develop academic talent and skills and confidence of likely success. Exposure and enrichment builds student motivation for hard work. 相似文献
7.
Yizhou Qian Susanne Hambrusch Aman Yadav Sarah Gretter 《Journal of Research on Technology in Education》2018,50(2):164-181
The new Advanced Placement (AP) Computer Science (CS) Principles course increases the need for quality CS teachers and thus the need for professional development (PD). This article presents the results of a 2-year study investigating how teachers teaching the AP CS Principles course for the first time used online PD material. Our results showed that the teaching and computing background of teachers had a significant impact on the teachers' need for and use of online PD material. More specifically, novice CS teachers needed and used PD for developing their pedagogical content knowledge (PCK). Non-CS teachers needed and used PD materials emphasizing content knowledge. Experienced CS teachers believed they had little need for PD even though they were teaching a new course. Our study makes three recommendations for designing effective online PD for CS teachers: match PD to teachers' background, align PD with the course curriculum, and use effective motivational design to enhance teacher engagement. (Keywords: computer science education, online professional development, K–12, AP computer science principles course) 相似文献
8.
The definition of what it means to take a test online continues to evolve with the inclusion of a broader range of item types and a wide array of devices used by students to access test content. To assure the validity and reliability of test scores for all students, device comparability research should be conducted to evaluate the impact of testing device on student test performance. The current study looked at the comparability of test scores across tablets and computers for high school students in three commonly assessed content areas and for a variety of different item types. Results indicate no statistically significant differences across device type for any content area or item type. Student survey results suggest that students may have a preference for taking tests on devices with which they have more experience, but that even limited exposure to tablets in this study increased positive responses for testing on tablets. 相似文献
9.
美国AP课程英语语言与写作考试主观题在评估学生对修辞情境、论点与论据、推理与组织和写作风格的掌握上有独特的优势。它依托社会生活情境设计与真实生活相关的写作题目,以各具特色的综合写作、文学评论和议论文写作评估学生的逻辑思维和论证能力。借鉴AP英语语言与写作主观题的写作任务特点,我国语言类考试设计可更加凸显课程理念,重视阅读能力,培育高阶思维,根据现实情境设计真实写作任务。 相似文献
10.
Jane Beese 《The American journal of distance education》2013,27(4):292-306
The purpose of the Synchronous Interactive Video Conference Distance Learning pilot program was to use emerging technologies to expand learning opportunities for students at an urban public high school. Through grant funding, students were able to enroll in Advanced Placement and foreign language courses through an online learning provider. Using case study methodology, the pilot program was thoroughly examined through the analysis of multiple sources of data such as surveys of multiple stakeholders, interviews of program administrators, and the examination of student course documentation. The attrition rate was high at 61.9%. The combination of insufficient time for planning and preparation, lack of support for students, and poor communication was detrimental to the program. 相似文献
11.
美国先修课程计划实施已有50多年,它是美国历史上最悠久、影响最大的高中和大学课程整合计划。从20世纪60年代末开始,它一直致力于追求教育公平,通过政府的资助、广泛的组织合作项目的支持、大学理事会以及学校层面的努力,传统处于不利地位的学生加入AP的人数不断增加,有些地区已经缩小或取消了公平差距。 相似文献
12.
Non-determinism is one of the most important, yet abstract, recurring concepts of Computer Science. It plays an important role in Computer Science areas such as formal language theory, computability theory, distributed computing, and operating systems. We conducted a series of studies on the perception of non-determinism. In the current research, we studied and analyzed undergraduate Computer Science students' solutions to assignments in a course on automata and formal languages. Our findings shed some light on students' perceptions of non-determinism, their tendency to use non-determinism, and the characteristics of their non-deterministic solutions. This paper describes the current research and its results, and suggests several teaching applications. 相似文献
13.
The Rutgers Astrophysics Institute is a program in which gifted high school students learn about contemporary science and its methods, and conduct independent authentic research using real‐time data. The students use the processes of science to acquire knowledge, and serve as cognitive apprentices to an expert astrophysicist. A variety of naturalistic and statistical methods were employed to gather data concerning various changes in the students as a result of their participation in the institute. Specifically, we concluded that students were able to (a) distinguish between observational data and models, devise testing experiments, and reflect on the analysis and the interpretation of X‐ray data; (b) achieve results comparable to those of regular Advanced Placement (AP) students on individual AP exam problems (the students had not taken AP Physics), (c) engage in elements of meaningful authentic research, and (d) change their approaches toward learning science. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 958–985, 2003 相似文献
14.
This study evaluated the connection between gender differences in examinees' familiarity, interest, and negative emotional reactions to items on the Advanced Placement Psychology Examination and the items' gender differential item functioning (DIF). Gender DIF and gender differences in interest varied appreciably with the content of the items. Gender differences in the three variables were substantially related to the items' gender DIF (e.g., R = .50). Much of the gender DIF on this test may be attributable to gender differences in these variables. 相似文献
15.
Essay and multiple-choice scores from Advanced Placement (AP) examinations in American History, European History, English Language and Composition, and Biology were matched with freshman grades in a sample of 32 colleges. Multiple-choice scores from the American History and Biology examinations were more highly correlated with freshman grade point averages than were essay scores from the same examinations, but essay scores were essentially equivalent to multiple-choice scores in correlations with course grades in history, English, and biology. In history courses, men and women received comparable grades and had nearly equal scores on the AP essays, but the multiple-choice scores of men were nearly one half of a standard deviation higher than the scores of women. 相似文献
16.
吕岚 《晋城职业技术学院学报》2013,6(4):56-59
本文结合专家经验确定法和项目反应理论,设计出一种简明、实用的计算机自适应考试系统的试题难度确定方法,同时重点分析计算机自适应考试系统的测试起点、终点选择,选题策略和能力值估计方法。最后列举了一个自适应测试的步骤实例。本系统能够根据不同能力被试者随机选择试题项目,减少了测试长度,与传统在线考试系统相比提高了考试效率。 相似文献
17.
Dena A. Pastor 《Educational Assessment》2019,24(3):189-212
The trustworthiness of low-stakes assessment results largely depends on examinee effort, which can be measured by the amount of time examinees devote to items using solution behavior (SB) indices. Because SB indices are calculated for each item, they can be used to understand how examinee motivation changes across items within a test. Latent class analysis (LCA) was used with the SB indices from three low-stakes assessments to explore patterns of solution behavior across items. Across tests, the favored models consisted of two classes, with Class 1 characterized by high and consistent solution behavior (>90% of examinees) and Class 2 by lower and less consistent solution behavior (<10% of examinees). Additional analyses provided supportive validity evidence for the two-class solution with notable differences between classes in self-reported effort, test scores, gender composition, and testing context. Although results were generally similar across the three assessments, striking differences were found in the nature of the solution behavior pattern for Class 2 and the ability of item characteristics to explain the pattern. The variability in the results suggests motivational changes across items may be unique to aspects of the testing situation (e.g., content of the assessment) for less motivated examinees. 相似文献
18.
《The Journal of educational research》2012,105(5):400-405
ABSTRACTThe Advanced Placement (AP) program is an educational program that permits high school students to take introductory college-level courses and receive college credit by passing a standardized end-of-course exam. Data were obtained from a statewide database of 2 high school graduating cohorts (N = 90,044). We used a series of propensity score analyses and marginal mean weighting through stratification to examine the impact of the AP program on students' academic achievement as measured by ACT scores. Results indicate that merely enrolling in an AP course produces very little benefit for students. Students who take and pass the AP exam, however, obtain higher ACT scores, even after controlling for a wide variety of academic, socioeconomic, and demographic variables. The authors conclude the article by discussing aspects of the AP program that remain unanswered. 相似文献
19.
On the Relative Value of Multiple-Choice, Constructed Response, and Examinee-Selected Items on Two Achievement Tests 总被引：1，自引：0，他引：1
Using analyses based on fitting item response models to data from the College Board's Advanced Placement exams in chemistry and United States history, we found that the constructed response portion of the tests yielded little information over and above that provided by the multiple-choice sections. These tests also allow examinees to select subsets of the constructed response items; we found that scoring on the basis of the selections themselves provided almost as much information as did scoring on the basis of the answers 相似文献
20.
Neil J. Dorans 《Journal of Educational Measurement》2004,41(1):43-68
Score equity assessment (SEA) is introduced, and placed within a fair assessment context that includes differential prediction or fair selection and differential item functioning. The notion of subpopulation invariance of linking functions is central to the assessment of score equity, just as it has been for differential item functioning and differential prediction. Advanced Placement (AP) data are used for illustrative purposes. The use of multiple-choice and constructed response items in AP provides an opportunity to observe a case where subpopulation invariance of linking functions does not hold (U.S. History), and a case in which it does hold (Calculus AB). The lack of invariance for U.S. History might be attributed to several sources. The role of SEA in assessing the fairness of test assembly processes is discussed. 相似文献