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1.
We study the effects of homeschool background and time use on academic performance among students at Patrick Henry College, a private religious institution with a 63-credit core classical liberal arts curriculum. Using ordinary least squares regression analysis, we examine four research questions: (1) Does time use influence academic performance? (2) Do homeschooled students perform differently than traditionally schooled students? (3) Does parental education moderate the impact of homeschooling on academic performance? (4) Does homeschooling moderate the impact of ACT scores on academic performance? 相似文献
2.
Lloyd Bond 《Educational Measurement》1995,14(4):21-24
Have advances in testing historically had unexpected consequences? How have African Americans fared on recent performance assessments? How can fairness of performance assessments be ensured? 相似文献
3.
Samuel Messick 《Educational Measurement》1995,14(4):5-8
What are six distinct aspects of construct validation? How do these aspects apply to performance assessment? Are the consequences of performance assessment on teaching and learning relevant to construct validation? 相似文献
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5.
Cognitive-Style Differences in Testing Situations 总被引：1，自引：0，他引：1
Anne-Marie Armstrong 《Educational Measurement》1993,12(3):17-22
Why will multiple-choice tests continue to serve the needs of education, business, and government? How d o differences in cognitive style affect performance on multiple-choice tests of different types? How does clarity and care in writing multiple-choice items affect performance? 相似文献
6.
In this study, the following questions were addressed in an undergraduate non-major biology course using a large lecture format: Is there a relationship between students?? perceptions of their learning environment and course performance, and what roles do motivation and attitudes play in mediating that relationship? The purpose of this study was to test a path model describing the mediating effects of motivation and attitudes on learning environments and course performance. The study considered contemporary understanding of teaching and learning, as well as motivation and attitudes, in suggesting a direction for future reform efforts and to guide post-secondary science education instructors and leaders in the design of learning environments for undergraduate non-major biology courses. Among the classroom learning environment variables assessed in this study, personal relevance was the major contributor to predicting attitudes, motivation and course performance. Although the classroom learning environment had a very weak direct effect on course performance, there was a moderate total effect on self-efficacy and intrinsic goal orientation. The classroom learning environment also had a moderate total effect on attitudes toward biology. Attitudes toward biology had a moderate direct effect on self-efficacy. While attitudes toward biology was significantly correlated with course performance, the direct effect was extremely weak and was dropped from the model. However, attitudes toward biology had a moderate indirect effect on course performance due to the mediating effects of self-efficacy. Self-efficacy had a strong direct effect on course performance and therefore seemed to be particularly important. The model tested in this study explained 33?% of the variance in course performance, 56?% of the variance in self-efficacy, 24?% of the variance in attitudes toward biology, and 18?% of the variance in intrinsic goal orientation. To improve course performance, instructors should focus on building self-efficacy among their students and ensure that students find the course personally relevant. 相似文献
7.
What criteria should be applied to the evaluation of performance measures? How consistent are the results from performance measures and norm-referenced achievement tests? How can we ensure fairness and credibility in performance measurement? 相似文献
8.
分析了4个微卫星DNA标记IDVGA-27,IDVGA-2,IDVGA-46及TGLA-44,在哈萨克牛中的多态分布及与部分生长性状间的关系.结果表明,4个标记的等位基因数分别为8、7、8和7,多态信息含量值分别为0.8234、0.8204、0.8473和0.8255.IDVGA--2、IDVGA-46、TGLA-44各位点的等位基因与额宽、头长、体高、臀端高、体长等不同生长性状间存在着显著相关性.初步探讨了微卫星标记作为哈萨克牛生长性状遗传标记的可能性,为生长性状标记辅助选择提供依据. 相似文献
9.
How generalizable are the results of alternative assessments? How much psychometric evidence d o we have about these approaches? What effects do alternative assessments have on subgroup differences in performance? What are the probable consequences of using alternative assessments? 相似文献
10.
Vaughan P. Houger 《Performance Improvement》2015,54(7):10-18
This article focuses on how program design affects program performance, linking participant motivation to performance. The focus of the article is a study that took place in a nonprofit organization and addressed how to engage volunteers such that they find meaning in the work they do and satisfy the needs of those they serve. Moreover, the findings suggest causal relationships among the variables of program design, leadership, and participant motivation. The article highlights some implications of human motivation on performance improvement. The following questions are addressed: How does a leader evaluate program performance and participant motivation? How does a leader redesign a program so that it maximizes participant performance and elevates intrinsic motivation? It is noted that motivation translates into energy. Energy is what one expends to accomplish a task. That task, once accomplished, can be measured against an expectation. Did what was produced meet or exceed expectations? 相似文献
11.
How can we best extend DIF research to performance assessment? What are the issues and problems surrounding studies of DIF on complex tasks? What appear to be the best approaches at this time? 相似文献
12.
Educational Testing Abroad and Lessons for the United States 总被引：1，自引：0，他引：1
What are key features of schooling and testing in some major industrialized countries? What lessons can we learn u from other countries? How important is the issue of confidence in the teachers who will be called on to judge student performance? 相似文献
13.
Joy A. Frechtling 《Educational Measurement》1991,10(4):23-25
What are the advantages of performance assessment? What are the risks of employing only performance assessments in large-scale testing programs? 相似文献
14.
系统自然观认为事物之间是相互联系、相互依赖、相互制约以及相互作用的关系。歌唱表演体现着系统自然观的哲学思想,是很多系统的积极协调配合,共同完成的结果。在系统自然观视域下,歌唱表演者在神经系统的统一协调下,只有把呼吸系统、发声系统、语言系统、表情系统协调起来,才能共同服务于歌唱表演。 相似文献
15.
Using Performance Assessment for Accountability Purposes 总被引：1，自引：0，他引：1
William A. Mehrens 《Educational Measurement》1992,11(1):3-9
Why is there such great interest in performance assessment? Are large-scale performance assessments administratively feasible, professionally credible, publicly acceptable, legally defensible, and economically affordable? 相似文献
16.
Discrimination performance was investigated with pigeons using feature negative (FN) discrimination procedures which differed in the temporal arrangement of the stimuli on S? trials. In both procedures, a single common element was presented on reinforced (S+) trials. In thesimultaneous FN procedure, a distinguishing element was presented simultaneously with the common element of S? trials. In thesequential FN procedure, the distinguishing element preceded onset of the common element on S? trials. In two experiments, the sequential FN procedure yielded better discrimination performance. In Experiment 1, a summation test designed to separate learning and performance variables indicated that sequential FN subjects had learned the negative relationship between the distinguishing element and reinforcement while simultaneous FN subjects had not. In Experiment 2, summation and acquisition tests indicated that the distinguishing element developed inhibitory properties in the sequential FN procedure but not in the simultaneous FN procedure. 相似文献
17.
Bert F. Green 《Educational Measurement》1995,14(4):13-15
Why is comparability of forms important for performance assessments? Can traditional methods of form equating be used? What problems are likely to arise in equating? Can standards generalize across forms? 相似文献
18.
S. E. Phillips 《Educational Measurement》1996,15(2):5-13
What legal issues may arise in setting content or performance standards? What precedents are relevant? What practices are defensible? 相似文献
19.
Now that the use of performance assessments for certification, graduation, and classroom use is burgeoning, what are the responsibilities of educators for preparing students for such assessments? Do the same guidelines apply for both multiple-choice tests and performance assessments? 相似文献
20.
Robert M. Guion 《Educational Measurement》1995,14(4):25-27
Is construct validity relevant to performance assessment? Can these assessments allow meaningful comparisons? How can we minimize validity-reducing errors? 相似文献