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网络在线考试与一般的单机考试是不同的。网络在线考试即是考生线考试,它是基于网络环境,试卷是从服务器的数据库抽取试题后动态生成的,考试者所选择的答案是通过网络传输而记录在服务器数据库中,考试者提交试卷后,经计算机自动批阅,客观题部分便能立刻看到自己的成绩以及正误对照信息。鉴于考试环境一般为网络机房,考试者之间相距很近,为了使在线考试做到规范,在线考试的试卷对每个考试 相似文献
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邓利波 《语文学刊:高等教育版》2008,(10):123-125
本文以问卷调查的形式,对非英语专业通过全国大学英语四级考试者在参加六级考试时学习策略方面的改变做了比较研究,并作了学习者学习策略的选择与六级考试成绩的相关性调查。研究结果表明：学生通过六级时比较注重提高自身的综合运用能力,较多地使用元认知和认知策略。 相似文献
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被替考生和代替考试者属于对向犯,原则上被替考生和代替考试者不成立共同犯罪.在被替考生缺席的特殊情形时不成立对向犯.第三人为代替考试罪的实行行为提供帮助的,成立代替考试罪的共同犯罪.根据代替考试罪中共同犯罪人的各自分工不同,可分为实行犯、帮助犯、教唆犯与胁从犯四种类型.根据共同犯罪者在代替考试罪中的地位和作用的不同,代替考试罪中的共同犯罪人可以分别确定为主从犯. 相似文献
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胡保利#河北大学高教所 《河北自学考试》1998,(6)
于普通高校全日制大学生参加自学考试问题的几点思考胡保利关目前越来越多的普通高等学校的全日制大学生参加到自学考试者的队伍中来。对于这种现象,我们应该引起足够的重视。一、大学生参加自学考试的积极意义和容易出现的问题近年来,普通高等学校全日制大学生参加自学... 相似文献
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劳动部日前发出通知,在全国开展计算机及信息高新技术培训考试工作,对参加培训并通过考试者统一核发计算机技术培训合格证书,作为具备从事相应工作能力的凭证。这项工作由劳动部职业技能鉴定中心组织实施。 相似文献
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《乌鲁木齐成人教育学院学报》1995,(4)
一、华中理工大新生入学须考语文10月4日《文汇报》报道,华中理工大学目前决定,该校95级的专科生、本科生、硕士生和博士生入学后,均须参加中国语文水平考试,未通过考试者,可以通过选修、自学等形式进行学习.毕业前通过考试者,才授予学位.学校为此专门开设了中国语文和数十种人文类选修课,定期举办人文知识讲座,以提高理工科学生的汉语水平和人文素质. 相似文献
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论“考试咨询学”建立的必然性及其基本框架 总被引：1，自引：0，他引：1
“考试咨询学”是介于考试学和咨询学之间,运用咨询学原理和方法探究考试本质及其规律,揭示考试活动与考试者及其相互关系的新兴交叉学科。考试咨询学的诞生是知识经济时代的必然产物,也是大规模各种考试出现后的客观要求,是帮助和指导人们参加各种考试的应用性教育学科。 相似文献
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2003年2月27日,全国高等教育自学考试指导委员会(以下简称自考委)发出通知,要求在高等教育自学考试“两课”教育考试中贯彻党的十六大精神,把十六大精神和“三个代表”重要思想纳入课题内容,通过自学考试这种教育形式,促进自学考试者自觉学习党的十六大精神,从而把思想和行动统一到十六大精神上来。 相似文献
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《英语广场》2014,(2)
There are several types of cloze. The MC cloze is widely used in national examinations. MC cloze is similar to multiple choice, but not exactly the same. To develop an MC cloze, a suitable passage should be chosen first, then some of the words should be deleted, and finally the distractors for each item are set. To test whether the cloze is validable and reliable, the students are asked to take a pretest. The results are analyzed by GITEST. The data demonstrates that the difficulty level and the discrimination are not good enough. Some of the distractors are too tricky while some others are too weakly distractive. 相似文献
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James Rye 《Journal of Research in Reading》1985,8(2):94-105
Four types of study relating to the sensitivity of cloze to intersentential constraint are reviewed: (1) factor analytical and correlational studies; (2) studies which varied the length of available context; (3) studies which varied the mode of presentation; (4) studies which varied the quality of coherent context. Many of the investigations failed to provide convincing evidence that cloze is sensitive to intersentential constraint. However, this could be explained in part by weaknesses in the studies themselves. The factor analytical and correlational studies often failed to employ an adequate measure of global comprehension. While other studies demonstrated the importance of immediate context they did not specifically address the question of intersentential constraint. Quality of context needs to be considered separately from length of context. The quality of context studies provided conflicting results. Again, some of these investigations have serious weaknesses which tend to prejudice the results. The most reliable recent studies suggest that cloze is sensitive to intersentential constraint. Finally, tentative recommendations are made for establishing testing conditions which are most likely to encourage the use of intersentential constraint. 相似文献
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J. Charles Alderson 《Journal of Research in Reading》1979,2(2):108-119
Although the pseudo-random cloze procedure has been in use for some twenty-five years as a measure of readability and reading comprehension, little research has been carried out into the effect of deleting words from text more or less frequently. This paper reports on an experiment in which the deletion frequency variable was systematically studied. Every 6th, 8th, 10th and 12th word was removed from three texts of differing difficulty, and the effect studied. Significant differences among cloze tests resulted, but the differences were unpredictable. Deleting every 12th word did not necessarily result in an easier test than deleting every 6th 8th or 10th word. However, when only items identical to both cloze tests under consideration were compared, no significant differences were found. It appears that cloze items are, on the whole, unaffected by context greater than five words. Testers are warned that changing deletion frequency may result in a different measure of readability or comprehension. 相似文献
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Conclusion In three-quarters of the student-item pairs the multiple-choice items correctly identified the use of adequate or inadequate
strategies so on a general level the items might be thought to have performed satisfactorily. However as diagnostic tools
they were generally inadequate and this fact points to the desirability of using the student-oriented procedure for constructing
such items. In this procedure student understanding of the domain of knowledge is probed through interviews and distractors
are designed to reflect the dominant types of misconceptions.
The importance of the school-related context was something which emerged during the interviews and, in the light of the discrepancy
between student understanding as revealed through school tests and interview studies, this is an area to which more attention
needs to be given. 相似文献
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段中燕 《湖北广播电视大学学报》2008,28(2):109-110
完形测试建立于完形心理学的理论基础之上,自创建以来,倍受语言测试界的重视,被广泛用于各种大规模的测试中。但后来的研究表明完形测试也存在一些令人费解之处。本文通过分析Bachman模式揭开了完形测试的神秘面纱。分析表明,完形测试结果并不一定是应试者潜在能力（underlying competence）的真实体现,它还会受到方法因素的影响。该分析结果建议采用完形测试形式的命题者不仅要更好地定义测量目标,而且还要考虑测试中存在哪些潜在难点,尽量避免它们对测试结果带来的影响。 相似文献
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Teachers have been long concerned with the problem of detecting plagiarism. This study was undertaken to determine whether the cloze procedure might provide an objective, reliable, and practical method for detecting plagiarism. The objectives of the study were to: confirm that a plagiarism effect on cloze test scores exists; determine whether, if so, it is large enough to be of practical utility in detecting plagiarism; and, assuming a substantial effect is found, ascertain whether its magnitude varied as a function of the subject matter of the topic assigned, native language of the examinee, or race of the examinee. The results of this study comparing cloze test performances by plagiarists and non-plagiarists indicated substantial differences in error rates for these two groups. The data support the original hypothesis that the cloze procedure may be used as a valid and sensitive measure for discriminating plagiarists from non-plagiarists. 相似文献
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Hans U. Grundin Brother Leonard Judith Langer Robert Pehrsson H. Alan Robinson Takahiko Sakamoto 《Journal of Research in Reading》1981,4(2):104-122
This cross-cultural study of cloze procedure and comprehension involved samples of 10- to 11-year-old schoolchildren in Canada, Japan, Sweden and the United States. The aim of the study was to explore the nature of what might be called‘cloze comprehension’in relation to overall or‘global comprehension’of a passage; in particular to establish (a) whether cloze procedure measures the same facets of comprehension regardless of what language is being read; and (b) to what extent cloze procedure, in different linguistic areas, measures‘global comprehension', or comprehension of the general ideas contained in a passage, as distinct from literal comprehension. The results of the study indicate that cloze procedure is a valid and reliable measure of certain aspects of reading comprehension in all the linguistic and cultural areas sampled. Furthermore, comprehension as measured by cloze procedure seems to be a necessary, albeit not sufficient, condition for overall or global understanding of the meaning of a passage. The study also shows that the ability measured by cloze procedure is more generalized (i.e., less text specific) than the ability measured by our global comprehension task. One implication of this seems to be that the higher-order skills necessary for global understanding do not always develop automatically once children have mastered the skills necessary for literal comprehension of simple texts. On the contrary, the higher-order skills may have to be taught systematically at an appropriate stage in the children's reading development. 相似文献
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THOMAS H. ANDERSON 《Journal of Educational Measurement》1974,11(2):83-92
The hypothesis that cloze measures are a function of content achievement among adult learners and, consequently, should be sensitive to instructional treatments was tested in two experimental studies. College juniors and seniors took tests immediately before (pre), immediately after (post) and four weeks after (delay) studying a prose passage. The types of tests administered in each session were: (I) a 20-item multiple-choice test, (2) a reproduction passage cloze test, (3) a recognition passage cloze test, (4) a reproduction summary cloze test, and (5) a recognition summary cloze test. All tests show significant differences between pre- and posteonditions, and between recognition and reproduction modes. The reproduction summary cloze test was found to be the most sensitive to the instructional treatment, as indicated by an oJ 2 statistic on pre-post measures. The summary cloze tests were resistant to forgetting while the cloze passage and multiple-choice tests show significant decreases in performance over the four week delay interval. 相似文献
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奚翠华 《外语教学理论与实践》2011,1(4):81
完形填空被认为是一种测试综合语言能力、阅读理解能力的快捷经济的方式。本研究就可能影响完形填空难度的几个变量进行实证探讨, 其中包括语篇类型、删词类型及答题方法。本研究以98 名高三学生为实验对象,完成3 篇填空式完形测试和3 篇选择式测试 测试完成后,笔者对实验数据进行收集、分析, 探究这些变量对完形填空测试难度的影响,并试图在命题难度的把握上找到一种更为合理、科学的测试方法。 相似文献
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本文通过定量与定性相结合的研究方法,对集库型完形填空和分题选择型完形填空进行比较研究。定量分析的结果表明,受试在两种测试中的分数存在显著差异。然而,有声思维的定性研究结果却显示受试在答题过程中都较多地使用了句内层面的信息来回答问题。其中从句层面的信息运用的最多,而跨句子的语篇层面信息的运用则相对较少,跨语篇层面的信息运用的最少。这一结果对命题及教学提出了新的思考。 相似文献