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1985年《教育与心理测验标准》(第5版)出版之前,效度研究的核心概念是"效标(criterion)",效度研究被视为一种用"效标"对测验的效度进行证明(verify)、对测验分数做出有效(valid)解释的过程。1985年以后,效度研究的核心概念是"证据(evidence)",效度研究被视为一种通过积累证据对测验的效度进行支持(support)、对测验分数做出合理(reasonable)解释的过程。关于效度的这种理解,突出体现在1999年出版的《教育与心理测验标准》(第6版)中。美国教育协会和美国国家教育测量学会共同组织编写的《教育测量》在业内被称为"教育测量领域的《圣经》"。2006年《教育测量》(第4版)出版以后,效度研究的核心概念演变为"理由(warrant)",效度研究被视为一种通过构造"理由系统"和"理由网络"对效度进行"论证(argument)"、对测验分数做出可接受的(plausible)解释的过程。本文结合笔者的考试实践,介绍了效度概念的新发展。 相似文献
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线性构造是指遥感图像上直线状或者曲线状的地表线性影像,为了对线性构造目视解译和计算机自动解译结果进行比较,基于高分一号卫星遥感影像进行 RGB 彩色合成和低通滤波处理,达到图像增强的目的,并分别采用人工目视解译和计算机自动解译方法提取线性构造信息,对得到的数据进行统计分析,分别作相应的雷达图和密度图,并进行非参数检验和相关性分析。结果显示,雷达图所体现的线性构造的最优选方位均为50°;密度图高值区均呈现 NE-SW 两向延长分布;非参数检验的显著性值为 0.843;Pearson 相关系数为 0.552。研究表明,人工目视解译和计算机自动解译结果一致性较好,并具有较强的内在相关性,因此在线性构造研究中,计算机自动解译可作为对传统人工目视解译的一种辅助和验证手段。 相似文献
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对托福、托业、雅思、大学英语考试、新汉语水平考试等大规模第二语言测试的分数解释体系进行比较研究,提出单标准参照与多标准参照、精度标准参照与跨度标准参照等概念。大规模的第二语言测试应当同时提供标准参照和常模参照,使考试用户获得更为丰富的分数解释信息;对于标准参照而言,"单标准参照"的"完成能力标准的百分比"这一分数解释体系更为可取。 相似文献
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随着吐哈盆地勘探的进一步深入,低孔、低渗储层是测井解释和储层评价的一个难题.综合应用各种资料进行储层评价和油气层识别是解决问题的有效手段,加强对钻井取心、分析化验资料的利用,对快速建立四性关系,进一步精细解释奠定了基础.通过单井的精细解释、多井的横向对比,利用交绘图版和经验公式等方法,加强时间推移测井和一些测井新技术的应用等多种手段,在小草湖洼陷红台油气田开展的低孔、低渗储层测井评价取得了良好效果,利用上述评价技术仅对低产层采取的改造就新增133.4亿立方米的天然气地质储量. 相似文献
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The existing literature demonstrating that animals given strychnine sulfate shortly after training display enhanced retention 24 h later can be interpreted in terms of either consolidation or retrieval processes. A test between these two interpretations failed to support the consolidation interpretation, but did support the retrieval interpretation. It was concluded that (a) a retrieval model provides an adequate interpretation of the facilitation of retention resulting from posttrial injections of strychnine, and (b) an unambiguous demonstration that strychnine enhances processes of consolidation has yet to be offered. 相似文献
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方圆 《科学技术哲学研究》2020,37(1):14-19
现象学家丹·扎哈维近年来在“自然化的现象学”论题下提出了这样一种观点,该观点认为现象学能够为认知科学提供更有价值的对人心智活动的解释模型,并且现象学对意识的种种先验分析能够对当代认知科学的研究有所助益。文章将以“物体恒常性”以及“拥有感”为案例,通过对比现象学与认知科学对这两个具体人类心智现象的解说方式,审视扎哈维的这一观点在具体事实层面是否可行。并由此指出现象学解释模式与当今时代立足于脑影像技术之上的当代认知科学的解释模式之间并无法兼容。 相似文献
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Traxler CB 《Journal of deaf studies and deaf education》2000,5(4):337-348
This article presents a rich context of information for interpreting Stanford Achievement Test scores and for describing the achievement of deaf and hard-of-hearing students. The publisher's national norming of the Stanford Achievement Test provides a context of actual performance of hearing students. The publisher's Performance Standards provide a context of expectations for hearing students as determined by a panel of experts. The Gallaudet Research Institute's norming of the test on a national sample of deaf and hard-of-hearing students provides a context of test performance by this special population. A smaller subsample of the deaf and hard-of-hearing students who take the same test levels as hearing students provides an additional reference group with respect to the Performance Standards. Information from these sources is brought together into two graphical contexts to address these questions: Can the normative data from the publisher's national standardization of the test with hearing students, and the normative data from the GRI's national norming of the test with deaf and hard-of-hearing students provide a useful context for the interpretation of individual test scores? Can they provide a useful way to examine achievement of groups of students? Can the new Performance Standards defined by the test publisher offer a useful context for test score interpretation for high-achieving deaf and hard-of-hearing students? 相似文献
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针对考生在英语现场导游口试中出现的问题,从心理因素、知识面及应试技巧三个方面提出对策,以改进“英语导游翻译“教学. 相似文献
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Rebecca Zwick Deniz Senturk Joyce Wang Susan Cooper Loomis 《Educational Measurement》2001,20(2):15-25
What is item mapping and how does it aid test score interpretation? Which item mapping technique produces the most consistent results and most closely matches expert opinion? 相似文献
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Dorien Hopster‐den Otter Saskia Wools Theo J. H. M. Eggen Bernard P. Veldkamp 《Journal of Educational Measurement》2019,56(4):715-732
In educational practice, test results are used for several purposes. However, validity research is especially focused on the validity of summative assessment. This article aimed to provide a general framework for validating formative assessment. The authors applied the argument‐based approach to validation to the context of formative assessment. This resulted in a proposed interpretation and use argument consisting of a score interpretation and a score use. The former involves inferences linking specific task performance to an interpretation of a student's general performance. The latter involves inferences regarding decisions about actions and educational consequences. The validity argument should focus on critical claims regarding score interpretation and score use, since both are critical to the effectiveness of formative assessment. The proposed framework is illustrated by an operational example including a presentation of evidence that can be collected on the basis of the framework. 相似文献
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《Structural equation modeling》2013,20(1):142-148
Confirmatory factor analysis (CFA) is a statistical procedure frequently used to test the fit of data to measurement models. Published CFA studies typically report factor pattern coefficients. Few reports, however, also present factor structure coefficients, which can be essential for the accurate interpretation of CFA results. The interpretation errors that can arise when CFA results are interpreted without considering structure coefficients are described, and some examples from current literature illustrating these errors are also presented. 相似文献
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J. Patrick Meyer Justin B. Doromal Xiaoxin Wei Shi Zhu 《Research in higher education》2017,58(5):545-567
We developed a criterion-referenced student rating of instruction (SRI) to facilitate formative assessment of teaching. It involves four dimensions of teaching quality that are grounded in current instructional design principles: Organization and structure, Assessment and feedback, Personal interactions, and Academic rigor. Using item response theory and Wright mapping methods, we describe teaching characteristics at various points along the latent continuum for each scale. These maps enable criterion-referenced score interpretation by making an explicit connection between test performance and the theoretical framework. We explain the way our Wright maps can be used to enhance an instructor’s ability to interpret scores and identify ways to refine teaching. Although our work is aimed at improving score interpretation, a criterion-referenced test is not immune to factors that may bias test scores. The literature on SRIs is filled with research on factors unrelated to teaching that may bias scores. Therefore, we also used multilevel models to evaluate the extent to which student and course characteristic may affect scores and compromise score interpretation. Results indicated that student anger and the interaction between student gender and instructor gender are significant effects that account for a small amount of variance in SRI scores. All things considered, our criterion-referenced approach to SRIs is a viable way to describe teaching quality and help instructors refine pedagogy and facilitate course development. 相似文献
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姚量 《乌鲁木齐成人教育学院学报》2008,16(1):68-73
诗歌翻译,是对极致的艺术表现形式的再创造,也是对诗译者的双语驾驭能力的考验。无论是理解的主体——译者,还是理解的客体——文本,都是历史地存在的,所以,不同条件催生着不同的意义,这种文本的意义的多元性又蕴含着翻译和翻译批评的不可穷尽性。因此,对于诗的可译与不可译性探讨也是翻译理论的完善过程。 相似文献
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STANLEY B. BAKER ELAINE JOHNSON MARY KOPALA NANCY J. STROUT 《Counselor Education & Supervision》1985,25(1):31-43
To study the effects of behavioral versus mental rehearsal in acquiring test interpretation skills, we randomly assigned students in a counseling-related testing course to one of two training groups or to a delayed-control (DC) group. The treatment groups received identical instructions, modeling, feedback, and review of target skills but practiced in either a microskills (MS) or mental practice (MP) mode. Ratings of videotaped interviews of the MS and MP trainees did not differ but were superior to the DC group's ratings on measures of general counseling and test interpretation skills. Those in the MS group had more confidence in and perceived greater benefits from their training than did those in the MP group. Implications are discussed, and a suggestion is made for combining MS and MP training methods. 相似文献
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口译中译员的整体意义传递是口译质量评估中的要素之一。本研究基于系统功能语言学视域下的元功能理论,聚焦概念意义下的及物性,人际意义下的情态动词、人称代词,语篇意义下的衔接等研究变量,并利用UAMCorpusTool语料库工具,通过定性与定量分析方法考察三名职业译员与一名学生译员的英汉口译过程,探讨译员在口译中的意义协调过程,旨在拓展口译意义研究的内容和视角,并检验系统功能语言学理论在口译意义研究中的适用性。 相似文献
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Jack A. Naglierl 《Psychology in the schools》1982,19(1):49-51
Silverstein's approach to the interpretation of test profiles was applied to the McCarthy Scales of Children's Abilities. This resulted in differences required for significance that are two points greater than those suggested by Kaufman and Kaufman. 相似文献
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The topic of test reliability is about the relative consistency of test scores and other educational and psychological measurements. In this module, the idea of consistency is illustrated with reference to two sets of test scores. A mathematical model is developed to explain both relative consistency and relative inconsistency of measurements. A means of indexing reliability is derived using the model. Practical methods of estimating reliability indices are considered, together with factors that influence the reliability index of a set of measurements and the interpretation that can be made of that index. 相似文献
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学业成绩测试是评价学生学习和发展水平的重要手段，多年来这类考试在命题、考试实施和评分等方面存在着许多问题，给英语教学和评估带来一定的负面影响。 相似文献
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Mark J. Gierl Jeffrey Bisanz Gay L. Bisanz Keith A. Boughton Shameem Nyla Khaliq 《Educational Measurement》2001,20(2):26-36
What is differential bundle functioning and how is this different from differential item functioning? Can test specifications be used to identify and aid in the interpretation of differential bundle functioning? How can differential bundle functioning lead to an improved understanding of why groups perform differently on achievement tests? 相似文献