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1.
汽车操稳性和平顺性是车辆性能的重要指标,相应的实验是同济大学车辆工程专业本科生的一门重要教学实验内容,但由于设备与车辆限制,学生难以亲自动手。基于多体动力学原理,建立了包含车身、悬架、转向系统、轮胎以及动力系统在内的整车模型,基于该模型在教学实验的讲解过程中引入整车操稳性和平顺性的可视化虚拟实验,加强学生对实验原理和方法的理解。阐述了虚拟实验建模的原理、过程以及在教学实验中的应用,旨在激发学生对实验的兴趣,提高实验教学的质量。 相似文献
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为了提高web应用回归测试的效率,采用了控制流图和贪心算法.以页面为基本单位,通过构造web应用的控制流图,提出了一种基于控制流图的web应用回归测试的测试用例选择方法,该方法是一种安全的测试用例选择方法.在web应用回归测试的测试用例执行中,根据web应用中请求序列的特点,采用了最小化技术并考虑测试用例的优先级,提出了一种改进的贪心算法对测试执行进行了优化.实验结果表明,该方法有效地减少了需要重测的用例数并且提高了测试执行的效率. 相似文献
3.
Computerized testing has created new challenges for the production and administration of test forms. Many testing organizations engaged in or considering computerized testing may find themselves changing from well-established procedures for handcrafiing a small number of paper-and-pencil test forms to procedures for mass producing many computerized test forms. This paper describes an integratedapproach to test development and administration called computer-adaptive sequential testing, or CAST. CAST is a structured approach to test construction which incorporates both adaptive testing methods with automated test assembly to allow test developers to maintain a greater degree of control over the production, quality assurance, and administration of different types of computerized tests. CAST retains much of the efficiency of traditional computer adaptive testing (CAT) and can be modified for computer mastery testing (CMT) applications. The CAST framework is described in detail and several applications are demonstrated using a medical licensure example. 相似文献
4.
In this paper, an attempt has been made to synthesize some of the current thinking in the area of criterion-referenced testing as well as to provide the beginning of an integration of theory and method for such testing. Since criterion-referenced testing is viewed from a decision-theoretic point of view, approaches to reliability and validity estimation consistent with this philosophy are suggested. Also, to improve the decision-making accuracy of criterion-referenced tests, a Bayesian procedure for estimating true mastery scores has been proposed. This Bayesian procedure uses information about other members of a student's group (collateral information), but the resulting estimation is still criterion referenced rather than norm referenced in that the student is compared to a standard rather than to other students. In theory, the Bayesian procedure increases the “effective length” of the test by improving the reliability, the validity, and more importantly, the decision-making accuracy of the criterion-referenced test scores. 相似文献
5.
为了考察我国大豆期货价格是否服从随机游走来验证大豆期货市场是否有效的命题,根据随机误差项的不同假定,将随机游走分为三种类型,以及每种类型所代表的市场效率,分别通过游程检验、技术分析检验和GARCH模型分析得出＂我国大豆期货市场为弱式有效,并且是相对低效率的弱式有效＂的结论。 相似文献
6.
William Demuth Blum 《Journal of Experimental Education》2013,81(4):219-267
Wilcox (16) proposed a latent structure model for answer-until-correct tests that can solve various measurement problems including correcting for guessing without assuming guessing is at random. This paper proposes a closed sequential procedure for estimating true score that can be used in conjunction with an answer-until-correct test. For criterion-referenced tests where the goal is to determine whether an examinee’s true score is above or below a known constant, the accuracy of the new procedure is exactly the same as a more conventional sequential solution. The advantage of the new procedure is that it eliminates the possibility of using an inordinately large number of items when in fact a large number of items is not needed; typical sequential procedures always allow this possibility. In addition, the new procedure appears to compare favorably to traditional tests where the number of items to be administered is fixed in advance. 相似文献
7.
Matthew Finkelman Michael L. Nering Louis A. Roussos 《Journal of Educational Measurement》2009,46(1):84-103
In computerized adaptive testing (CAT), ensuring the security of test items is a crucial practical consideration. A common approach to reducing item theft is to define maximum item exposure rates, i.e., to limit the proportion of examinees to whom a given item can be administered. Numerous methods for controlling exposure rates have been proposed for tests employing the unidimensional 3-PL model. The present article explores the issues associated with controlling exposure rates when a multidimensional item response theory (MIRT) model is utilized and exposure rates must be controlled conditional upon ability. This situation is complicated by the exponentially increasing number of possible ability values in multiple dimensions. The article introduces a new procedure, called the generalized Stocking-Lewis method, that controls the exposure rate for students of comparable ability as well as with respect to the overall population. A realistic simulation set compares the new method with three other approaches: Kullback-Leibler information with no exposure control, Kullback-Leibler information with unconditional Sympson-Hetter exposure control, and random item selection. 相似文献
8.
Quality Control for Scoring Tests Administered in Continuous Mode: An NCME Instructional Module 
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下载免费PDF全文 Michal Baumer 《Educational Measurement》2017,36(1):58-68
Quality control (QC) in testing is paramount. QC procedures for tests can be divided into two types. The first type, one that has been well researched, is QC for tests administered to large population groups on few administration dates using a small set of test forms (e.g., large‐scale assessment). The second type is QC for tests, usually computerized, that are administered to small population groups on many administration dates using a wide array of test forms (CMT—continuous mode tests). Since the world of testing is headed in this direction, developing QC for CMT is crucial. In the current ITEMS module we discuss errors that might occur at the different stages of the CMT process, as well as the recommended QC procedure to reduce the incidence of each error. Illustration from a recent study is provided, and a computerized system that applies these procedures is presented. Instructions on how to develop one's own QC procedure are also included. 相似文献
9.
在学分制管理体系中，考试是实现“目标管理”、衡量教学质量的核心环节。但由于考试内容死板、方法陈旧，其科学性和有效性已越来越弱化。同时，它带给学生巨大的心理压力。这种压力既催生学习的动力，也滋长着某些不良现象的发生。重视学生的考试心理，改革陈旧的考试方法，建立科学有效的评估体系，是新形势下高校提高教学质量、培养高素质创新人才的重要保证。 相似文献
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在惯性权重非线性递减策略的基础上,引入小阻尼振荡函数,提出一种新的非线性递减随机扰动的粒子群算法,通过2个基准测试函数对算法性能和收敛性进行了分析.实验仿真表明：相对于标准粒子群算法,新策略加快了收敛速度,在一定程度上避免了粒子群优化算法的早熟收敛问题. 相似文献
11.
In cognitive diagnostic models (CDMs), a set of fine-grained attributes is required to characterize complex problem solving and provide detailed diagnostic information about an examinee. However, it is challenging to ensure reliable estimation and control computational complexity when The test aims to identify the examinee's attribute profile in a large-scale map of attributes. To address this problem, this study proposes a cognitive diagnostic multistage testing by partitioning hierarchically structured attributes (CD-MST-PH) as a multistage testing for CDM. In CD-MST-PH, multiple testlets can be constructed based on separate attribute groups before testing occurs, which retains the advantages of multistage testing over fully adaptive testing or the on-the-fly approach. Moreover, testlets are offered sequentially and adaptively, thus improving test accuracy and efficiency. An item information measure is proposed to compute the discrimination power of an item for each attribute, and a module assembly method is presented to construct modules anchored at each separate attribute group. Several module selection indices for CD-MST-PH are also proposed by modifying the item selection indices used in cognitive diagnostic computerized adaptive testing. The results of simulation study show that CD-MST-PH can improve test accuracy and efficiency relative to the conventional test without adaptive stages. 相似文献
12.
This paper describes the process for creating and validating an assessment test that measures the effectiveness of instruction by probing how well that instruction causes students in a class to think like experts about specific areas of science. The design principles and process are laid out and it is shown how these align with professional standards that have been established for educational and psychological testing and the elements of assessment called for in a recent National Research Council study on assessment. The importance of student interviews for creating and validating the test is emphasized, and the appropriate interview procedures are presented. The relevance and use of standard psychometric statistical tests are discussed. Additionally, techniques for effective test administration are presented. 相似文献
13.
闫素萍 《忻州师范学院学报》2005,21(6):99-104
文章结合现代测试理论和相关评估标准,对一份大学一年级学生使用的教师自制期末英语阅读课成就试卷进行了调查分析。通过被试学生考试分数的详细描述和对比研究,得出结论:该试卷在框架设计,组成元素,难度系数,相关系数等方面还存有缺陷。为了更加准确的反映教学实际效果并发挥语言测试的积极反拨作用,笔者提出自己的一些看法,希望教师在今后研发试卷过程中能够保证试题较高的信度和效度。 相似文献
14.
The National Assessment Program – Literacy and Numeracy (NAPLAN) in Australia is a series of literacy and numeracy tests that are used for purposes of school comparison. This paper argues that a key question for this use lies in whether or not this is a reasonable, or valid, use of the test data. Using Kane’s argumentative approach to validity, this paper argues that the comparisons of the quality of student achievement made available on the My School Website have low validity due to the lack of regard to rates of participation in schools. In bringing together the literature that addresses the ‘new governance’ of education through testing and an approach to validity that addresses the technical aspects of test score interpretation, with the ethics of how test scores are used and applied, this study identifies validity as an important consideration in comparative analyses of student achievement data. The identification of the need to consider participation in such comparisons through the application of the argumentative approach to validity highlights the contribution of this article not only to the testing field but also to critical policy literature. 相似文献
15.
使用复合蜕变关系进行软件测试的实例研究 总被引：1，自引：0，他引：1
蜕变测试时经常会出现蜕变关系检错能力低下的情况．基于命题逻辑的推理规则,提出了复合蜕变关系的构造方法,该方法对已构造的关系依次进行两两复合最终得到新的蜕变关系．复合蜕变关系可以把原关系的优点综合起来,具有更强的检错能力．此外,由于将蜕变关系复合后关系数量减少,所以当使用它测试程序时,生成测试用例的数量会大幅度降低．通过2个实例对复合蜕变关系的测试性能进行研究,实验结果表明复合关系的性能主要取决于构成它的核心蜕变关系,以及关系复合的顺序．使用复合蜕变关系可以极大地提高测试效率． 相似文献
16.
Robert A. Hancock 《Learning & behavior》1982,10(1):46-54
Egger and Miller (1962) hypothesized that the conditioned reinforcing value of stimuli depends on their information value. Egger and Miller and others have tested this hypothesis by comparing the conditioned reinforcing value of S1 and S2 following S1-S2-reward training. However, none of these experiments have controlled for differential generalization of conditioned reinforcement value from training to comparison tests. That is, the S1 cue pattern during the conditioned reinforcement tests has been very similar to the S1 cue pattern of training, while the training and test S2 cue patterns have been quite dissimilar. In Experiment 1, pigeons in a procedure unconfounded by differential generalization produced S2 reliably more frequently than S1, and pigeons in a confounded procedure produced S1 somewhat more frequently than S2. A significant groups × stimuli interaction was attributed to differential stimulus generalization from training to test for S1 and S2 in the confounded condition. In Experiment 2, pigeons in an unconfounded procedure again produced S2 reliably more frequently under a different testing procedure. The results are interpreted as demonstrating that, following S1-S2-food training trials, S2 is the more effective conditioned reinforcer in unconfounded conditions. A reconceptualization of the information hypothesis is shown to be consistent with these results. 相似文献
17.
景美霞 《伊犁教育学院学报》2006,19(4):140-144
试卷分析作为语言测试考后阶段的一项重要工作,对于提高考试质量、促进外语教学意义重大.在论述试卷分析重要性的基础上,详细介绍试卷分析方法和步骤,指出考生成绩分析和试卷质量分析是成绩分析的两大环节.外语教师应当通过科学详尽的试卷分析,改进命题工作、积累高质量题目、建立试题库,从而节约教学资源. 相似文献
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19.
包威 《黑龙江教育学院学报》2010,29(8):29-30
信度与效度是学业测试的两个质量特征,如何处理两者之间的关系也是测试的根本问题。在介绍信度和效度的定义、关系的基础上,对学业测试中的信度与效度进行分析,并且阐述如何平衡两者之间的关系。最终证明学业测试是一种有效的测量手段,并且必将提高教学质量。 相似文献
20.
Wim Haeck Nan Yeld Jurie Conradie Neill Robertson Adrienne Shall 《Educational Studies in Mathematics》1997,33(1):71-91
Decisions on admissions to university and placement into university courses are usually based on the results of achievement (as in secondary school exams) and/or aptitude (in intelligence-type tests and SAT). This paper argues that in a situation where educational provision at secondary school level is highly unequal, a third approach to testing offers an alternative which is preferable both on grounds of theory of cognitive psychology and because it yields much better discrimination.The Alternative Admissions Research Project at University of Cape Town has developed a mathematics test according to the dynamic testing approach as advocated by Miller (1990) for admission of African students from grossly under-resourced schools, as well as for placing these and other students into a diversifying first year curriculum. This approach aims to assess the ability of a candidate to learn from authentic academic material within the test. This paper focuses on the reasons for the development of the mathematics test and the process by which the test questions were developed and piloted. The reliability of the test and correlations of this test with subsequent mathematical performance data are discussed.Following the encouraging data for the test as an admission mechanism, the value of the dynamic testing approach for furnishing additional information for placement into an increasingly varied curriculum at first year level was investigated. This enabled the piloting of more topics and more comprehensive validation of this type of testing. The paper concerns itself with the reliability and predictive value of each of the topics in this placement test for a range of core courses in various faculties and the extent to which these tests can identify potentially at risk students who should be placed onto an appropriate curriculum. 相似文献