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1.
Componential IRT models for polytomous items are of particular interest in two contexts: Componential research and test development. We assume that there are basic components, such as processes and knowledge structures, involved in solving cognitive tasks. In Componential research, the subtask paradigm may be used to isolate such components in subtasks. In test development, items may be composed such that their response alternatives correspond with specific combinations of such components. In both cases the data may be modeled as polytomous items. With Bock's (1972) nominal model as a general framework, transformation matrices can be used to constrain the parameters of the response categories so as to reflect the Componential design of the response categories. In this way, both main effects and interaction effects of components can be studied. An application to a spelling task demonstrates this approach 相似文献
2.
Conclusion The pilot studies, and that includes the more recent 1986 study which involved 22 schools, have done much to convince teachers
and educators in this State that the ‘practical’ mode in biology can be assessed satisfactorily using the processes described.
The performance data, the teachers responses and the test/re-test procedures tend to confirm the reliability, validity and
usability of the practical examination, in spite of inital doubts by many teachers in that regard. How the results of the
practical examination are used remains to be decided. They could be used alone or in conjunction with marks obtained from
continuous assessment of practical work done over the year. They could be used directly or as a moderating instrument only.
In view of the recent decision by the subject committee to allocate a considerable percentage of the overall mark to practical
work, specifically (25%), it seems highly likely that the results may well be used directly. The strategies employed in this
study may well be appropriate to physics, chemistry and geology, though the choice of criteria to be tested, the form of the
Practical Test Assessment Inventory and the marking scheme may need to be substantially modified for those particluar subjects. 相似文献
3.
Triangulation was originated by navigators who located or verified positions with multiple bearings or measurements, but it is developing into a holistic tool that can be used by training and development researchers. Triangulation in research involves using multiple measures or methods to examine a research question where a single data set would not be appropriate In real life, data may be restricted from competitors or internally withheld from general availability. Despite such restrictions, examination of a research question may be done by taking such data as may be available and comparing the results with data results obtained through other types or methods of measurement. The article presents a brief developmental history of triangulation as a research tool and the provides an explanation of the ways that triangulation can be used. Guidelines for implementation are given and the concept of convergence or data agreement is explained. 相似文献
4.
Evan H. Dart Melissa A. Collier-Meek Caitlyn Chambers Ashley Murphy 《Psychology in the schools》2020,57(5):805-822
Assessing the degree to which interventions are implemented in school settings is critical to making decisions about student outcomes. School psychologists may not be available to regularly conduct observations of intervention implementation, however, their data may be used alongside other methods for multi-informant assessment. Teacher self-report is a commonly used and feasible assessment method. Students have been trained to implement interventions with their peers in instances where traditional adult interventionists were unavailable. This exploratory study investigated the accuracy with which classroom teachers and middle and high school students assessed implementation of the Good Behavior Game and the impact of performance feedback on their accuracy. Results indicated that most students and teachers were able to provide accurate assessments of treatment integrity compared to researcher direct observation; however, some required performance feedback to do so. These findings suggest that multi-informant assessment may be a feasible and accurate way for school psychologists to collect formative treatment-integrity data in the classroom. Limitations and future directions are discussed. 相似文献
5.
Samuel B. Green Marilyn S. Thompson Jennifer Poirier 《Structural equation modeling》2013,20(1):113-126
Two Lagrange multiplier (LM) methods may be used in specification searches for adding parameters to models: one based on univariate LM tests and respecification of the model (LM‐respecified method) and the other based on a partitioning of multivariate LM tests (LM‐incremental method). These methods may result in extraneous parameters being included in models due to either sampling error or the model being misspecified. A 2‐stage specification search may be used to reduce errors due to misspecification. In the 1st stage, parameters are added to models based on LM tests to maximize fit. Second, parameters added in the 1st stage are deleted if they are no longer necessary to maintain model fit. Illustrations are presented to demonstrate that errors due to misspecification occur with the LM‐respecified method and are even more likely with the LM‐incremental approach. These illustrations also show how the deletion stage can help eliminate some of these errors. 相似文献
6.
Theories are used in instructional design to produce instruction that is effective and efficient. Learners, however, may not be drawn into instruction because it lacks relevance and appeal. Motivational design theory is used in concert with instructional theory to produce instruction that is both appealing and effective. 相似文献
7.
Loglinear latent class models are used to detect differential item functioning (DIF). These models are formulated in such a manner that the attribute to be assessed may be continuous, as in a Rasch model, or categorical, as in Latent Class Mastery models. Further, an item may exhibit DIF with respect to a manifest grouping variable, a latent grouping variable, or both. Likelihood-ratio tests for assessing the presence of various types of DIF are described, and these methods are illustrated through the analysis of a "real world" data set. 相似文献
8.
《Assessing Writing》1999,6(1):85-105
Portfolio assessment has become a popular medium for merging classroom assessment with large-scale testing, but adoption of portfolios in the classroom for external assessment purposes may be difficult because the use of such portfolios may require changes in the curriculum, instructions, and assessments used by teachers. As a result, there are numerous potential barriers to the adoption of portfolios that can be used for large-scale assessment purposes. This study investigates how secondary teachers' perceptions of portfolio implementation barriers changed when teachers participated in a 1-year portfolio implementation effort. Survey results are analyzed with a Rasch rating scale model. Results suggest that teachers' apprehension about portfolio barriers increased slightly, but that this increase can be attributable to teachers with little portfolio experience. Furthermore, teachers' concerns about the amount of time required to develop and score portfolios increased substantially while concerns about the availability of resources and resistance from parents decreased. 相似文献
9.
李薛妃 《内江师范学院学报》2011,26(3):74-77
元曲中复句有并列类、转折类和因果类三类,语义特征对祈使句有选择制约作用：从用例数量看,祈使句进入并列类和因果类复句用例最多,多是肯定祈使句;祈使句进入转折类复句少,多是否定祈使句。就关联词的使用情况来看,大多并列类复句不用关联词,多是祈使句联;绝大多数因果类和转折类复句用关联词,都是一般句联。 相似文献
10.
Hoole Dushyanthi Yogendran N. Thavachandran S. Priyatharshan P. Hoole S. R. H. 《Journal of Science Education and Technology》2002,11(1):9-13
This paper presents an on-line server-based examination system for analytical chemistry or any other subject suitable for administration over large geographical areas and for students in distance education to do self-assessment. The analytical chemistry test bank is ready and others may be added by any instructor over the Internet at our server. The advantages are that examinations can be administered to thousands of candidates and the results are known immediately. What is unique about the system is that it combines the course material with the examination system so that the examination system may also be used by students to measure their preparedness. Although on-line examiners are widely used, they are expensive to develop or buy. The main purpose of this paper, therefore, is to share the resource which is very useful in teaching and is fairly difficult for nontechnical educators, not to mention the cost. It is made available at the Distance Education Project web site http://www.cs.pdn.ac.lk. 相似文献
11.
Christopher H. Skinner Jade Bennett Robert Richardson Katie Scott Laura S. Wheat James Martinez 《Psychology in the schools》2023,60(1):5-22
School psychologists have been involved with developing and installing individual contingencies designed to remedy individual students' academic deficits. Group-oriented contingencies can be applied to broader efforts designed to prevent learning problems class-wide. Independent group-oriented rewards are frequently used in school settings to enhance learning by rewarding strong academic performance (e.g., reward for each student who maintains a 90% average). Research suggests overreliance on these contingencies may not be educationally equitable because they may be less effective or ineffective in influencing the behavior and learning of students with weaker academic skills. Theoretical and applied research is analyzed which suggests that maintaining ubiquitous independent rewards and providing supplemental interdependent group-oriented bonus rewards may allow educators to a) maintain their academic standards, b) enhance educational equity by improving learning in students who may not respond to typical independent group-oriented rewards, and c) enhance classroom climates. Also, recommendations are provided that may allow educators to mitigate concerns over perceived unfairness associated with interdependent group-oriented rewards. 相似文献
12.
Individual Differences in Learning: Cognitive control,cognitive style,and learning style 总被引：2，自引：0，他引：2
Linda Price 《教育心理学》2004,24(5):681-698
This paper assesses the value of three learning style tests when used to examine the design of educational materials for teaching computer science at a distance. The paper presents three studies where three different learning styles were used to discriminate preference and performance in different contexts. The studies indicate that the Learning Style Questionnaire and the Group Embedded Figures Test are of little value. However the Cognitive Style Analysis proved useful in discriminating performance on imagery‐rich materials in a simulated learning context. The paper argues that it may be necessary to match the theoretical basis of learning style with the context in which it is used in order to gain useful information. On the whole the studies showed that the value of learning style tests may be limited. 相似文献
13.
Pinchas Tamir 《International Journal of Science Education》2013,35(5):563-573
Although multiple choice tests, as commonly used, can be rightly criticized, their structure, when wisely used, makes them an excellent diagnostic tool for identifying students’ conceptions, including misconceptions. This paper offers a number of useful guidelines regarding the analysis of multiple choice items. A special reference is made to the use of the justifications that students provide for their choices. Examples of the procedures, which may be used in analysing justifications and the kinds of diagnostic information that may be obtained, are provided. 相似文献
14.
Kees Mouwen 《Tertiary Education and Management》1997,3(4):293-297
Conclusion From the profit sector we may learn that strategy is a great challenge, but also a difficult job. There are good reasons to
assume that for a large-complex non-profit organisation such as a university, with organisational features of both the nonprofit
and the professional organisation, the process will be even more difficult. The implementation of the strategy process in
particular may cause a lot of trouble. The model presented here can be used as a simple but proven method to control this
implementation process and may serve as a good guiding principle for real strategic management in a university. 相似文献
15.
Dennis V Lindley 《Teaching Statistics》1993,15(1):22-25
A classical experiment on the tasting of tea is used to show that many standard methods of analysis of the resulting data are unsatisfactory. A similar experiment with wine is used to show how a more sensible method may be developed. 相似文献
16.
LIO MOSCARDINI 《Support for Learning》2009,24(1):35-41
This paper challenges a view of concrete materials as artifacts used within a rigid instructional sequence that particular children are perceived to require or not, as the case may be. Focussing on mathematics teaching, it contends that it is more useful to consider the function of these materials as tools, artefacts used flexibly and selectively by pupils to make sense of mathematics, rather than as crutches, devices which may support procedural competency in mathematics but with no guarantees of understanding. 相似文献
17.
George Veletsianos Royce Kimmons Karen D. French 《Educational technology research and development : ETR & D》2013,61(2):255-278
Researchers and practitioners have suggested that the use of social networking sites in formal education may be a worthwhile endeavor. Toward this goal, emerging learning platforms have included social networking features. Nevertheless, empirical literature examining user experiences, and more specifically instructor experiences, with these tools is limited. In this qualitative study, we address this gap in the literature by reporting the experiences of five instructors who used a social networking platform in their courses. We find that instructors (a) had expectations of Elgg that stemmed from numerous sources, (b) used Elgg in heterogeneous ways and for varied purposes, (c) compartmentalized Elgg and used it in familiar ways, and (d) faced frustrations stemming from numerous sources. We note that the ways Elgg came to be used “on the ground” is contested and contrasts starkly with the narrative of how social software might contribute benefits to educational practice. In addition, we note that learning management systems may frame the ways through which other tools, such as social media and Elgg, are understood, used, and experienced. 相似文献
18.
Child welfare agencies have adopted assessment tools and instruments to inform the level of risk and guide the agency’s level of intervention with the family. Actuarial assessments may be more uniform but inflexible with respect to practice wisdom whereas clinical or consensus-based assessments are more comprehensive and intuitive but lack objectivity. The purpose of the current study is to compare clinical and actuarial methods of risk assessment used by child welfare workers to make decisions about substantiation and services. The current study examined the (1) association between clinical and actuarial dimensions, (2) association between actuarial dimensions and outcomes, (3) association between clinical dimensions and outcomes, (4) caseworker primary use of actuarial dimensions, and (5) caseworker supplementary use of actuarial dimensions. Findings indicated that the actuarial may not be solely predictive of agency intensity with respect to case decision and service provision. Our findings suggest that dual-measurement does inform intensity, and we speculate from these findings that the measures may be involved with decision-making in a complex way. This study may be best viewed as a means by which researchers begin to parse how decisions are made; with this information, instruments may be better tailored to facilitate clinical, critical thought. 相似文献
19.
李映忠 《甘肃广播电视大学学报》2005,15(1):26-29
我们在使用《汉语大字典》(以下简称《大字典》)时，发现《大字典》个别字条存在疏漏(多属校勘上的问题)。本中，我们以缩印本为考察底本，将这些疏漏分类列举，供《大字典》修订时参考。 相似文献
20.
Philip Jaffe 《Journal of Experimental Education》2013,81(4):351-355
A graphic procedure for studying differential item functioning (DIF) designed to provide diagnostic information for psychometricians and educators is presented. Items from a certifying examination in a subspecialty of internal medicine are used as examples. The procedure provides a “signature” of each test item that may be used in conjunction with a summary statistic to flag items showing DIF. Advantages and limitations of the procedure are noted, as are additional areas for investigation. 相似文献