共查询到20条相似文献，搜索用时 125 毫秒
1.
States participating in the Growth Model Pilot Program reference individual student growth against “proficiency” cut scores that conform with the original No Child Left Behind Act (NCLB). Although achievement results from conventional NCLB models are also cut‐score dependent, the functional relationships between cut‐score location and growth results are more complex and are not currently well described. We apply cut‐score scenarios to longitudinal data to demonstrate the dependence of state‐ and school‐level growth results on cut‐score choice. This dependence is examined along three dimensions: 1) rigor, as states set cut scores largely at their discretion, 2) across‐grade articulation, as the rigor of proficiency standards may vary across grades, and 3) the time horizon chosen for growth to proficiency. Results show that the selection of plausible alternative cut scores within a growth model can change the percentage of students “on track to proficiency” by more than 20 percentage points and reverse accountability decisions for more than 40% of schools. We contribute a framework for predicting these dependencies, and we argue that the cut‐score dependence of large‐scale growth statistics must be made transparent, particularly for comparisons of growth results across states. 相似文献
2.
Daniel B. Wright 《International Journal of Research & Method in Education》2017,40(5):497-510
Many education policies require estimating whether students in different grades are on track for achieving certain educational standards. One approach for constructing these cut scores is to estimate the values on tests that predict reaching targets on subsequent tests. Whether a student is deemed on target can affect the student’s course counselling and aggregate statistics can affect school closures and funding and teacher employment. Seven different regression procedures for estimating cut scores are compared with 15 different data scenarios. In some situations, all the methods provided fairly accurate estimates, but in other situations, some estimates were poor. The choice of which regression procedure to use can make a difference. Overall, a method based on a loess regression performed well. 相似文献
3.
This article provides an overview of the Hofstee standard‐setting method and illustrates several situations where the Hofstee method will produce undefined cut scores. The situations where the cut scores will be undefined involve cases where the line segment derived from the Hofstee ratings does not intersect the score distribution curve based on actual exam performance data. Data from 15 standard settings performed by a credentialing organization are used to investigate how common undefined cut scores are with the Hofstee method and to compare cut scores derived from the Hofstee method with those from the Beuk method. Results suggest that when Hofstee cut scores exist that the Hofstee and Beuk methods often yield fairly similar results. However, it is shown that undefined Hofstee cut scores did occur in a few situations. When Hofstee cut scores are undefined, it is suggested that one extend the Hofstee line segment so that it intersects the score distribution curve to estimate cut scores. Analyses show that extending the line segment to estimate cut scores often yields similar results to the Beuk method. The article concludes with a discussion of what these results may imply for people who want to employ the Hofstee method. 相似文献
4.
The purpose of this article is to describe the crisis that exists in kindergarten today related to maintaining developmentally
and culturally appropriate practice while at the same time addressing the academic standards set forth by most states. In
Part I, three questions are posed, the answers to which seek to elucidate possible solutions to this dilemma. The questions
center on issues related to developmentally appropriate practice, intentional teaching, and assessment. Research and expert
opinion associated to each of these areas are discussed, and examples of classroom practice are used to illustrate the effective
implementation of these principles in a kindergarten classroom. 相似文献
5.
Many U.S. students must pass a standards-based exit exam to earn a high school diploma. The degree to which exit exams and state standards properly signal to students their preparedness for postsecondary schooling has been questioned. The alignment of test scores with college grades for students at the University of Arizona (n = 2,667) who took the Arizona high school exams was ascertained in this study. The pass/fail signal accuracy of test scores varied depending on subject: The writing cut score was well aligned with collegiate performance, the reading cut score was below expectations, and the mathematics cut score was set quite rigorously. High school content and performance standards might not be as diluted as prior research has suggested. 相似文献
6.
"一一制"普通高校学生体育课成绩评价体系的调查与分析 总被引：1，自引：0，他引：1
石冰 《商丘师范学院学报》2006,22(5):173-175
选定学生对“一一制”的态度等组成调查问卷发放给2001级学生,收回有效问卷906份,归纳反馈信息得出:“一一制”普通高校学生体育课成绩评价体系公正、公开、科学、先进、易操作,学生成绩分布合理,收效甚佳,可以替代“四合一式”普通高校学生体育课成绩评价体系. 相似文献
7.
研究了含源支路在割集分析中的处理方法,给出了直接建立割集方程的一般步骤,并通过实例介绍了直接法列写割集电压方程的简单快捷新方法． 相似文献
8.
Establishing cut scores using the Angoff method requires panelists to evaluate every item on a test and make a probability judgment. This can be time-consuming when there are large numbers of items on the test. Previous research using resampling studies suggest that it is possible to recommend stable Angoff-based cut score estimates using a content-stratified subset of ?45 items. Recommendations from earlier work were directly applied in this study in two operational standard-setting meetings. Angoff cut scores from two panels of raters were collected at each study, wherein one panel established the cut score based on the entire test, and another comparable panel first used a proportionally stratified subset of 45 items, and subsequently used the entire test in recommending the cut scores. The cut scores recommended for the subset of items were compared to the cut scores recommended based on the entire test for the same panel, and a comparable independent panel. Results from both studies suggest that cut scores recommended using a subset of items are comparable (i.e., within one standard error) to the cut score estimates from the full test. 相似文献
9.
In this article we address the issue of consistency in standard setting in the context of an augmented state testing program. Information gained from the external NRT scores is used to help make an informed decision on the determination of cut scores on the state test. The consistency of cut scores on the CRT across grades is maintained by forcing a consistency model based on the NRT scores and translating that information back to the CRT scores. The inconsistency of standards and the application of this model are illustrated using data from the Maryland MSA large state testing program involving cut points for basic, proficient and advanced in mathematics and reading across years and across grades. The model is discussed in some detail and shown to be a promising approach, although not without assumptions that must be made and issues that might be raised. 相似文献
10.
John J. Norcini 《Journal of Educational Measurement》1990,27(1):59-66
In competency testing, it is sometimes difficult to properly equate scores of different forms of a test and thereby assure equivalent cutting scores. Under such circumstances, it is possible to set standards separately for each test form and then scale the judgments of the standard setters to achieve equivalent pass/fail decisions. Data from standard setters and examinees for a medical certifying examination were reanalyzed. Cutting score equivalents were derived by applying a linear procedure to the standard-setting results. These were compared against criteria along with the cutting score equivalents derived from typical examination equating procedures. Results indicated that the cutting score equivalents produced by the experts were closer to the criteria than standards derived from examinee performance, especially when the number of examinees used in equating was small. The root mean square error estimate was about 1 item on a 189-item test. 相似文献
11.
略论我国农村社会养老保险制度 总被引：1，自引：0，他引：1
杨欣 《乌鲁木齐成人教育学院学报》2004,12(4):7-10
农村社会养老保险制度虽然已经推行了十几年，但是它的实施情况并不理想，主要存在着农村养老保险资金筹集难、国家财政扶持力度小、农民自我保障意识差、缺乏良好的运行机制和必要的法律保障等问题。应该建立政府、村集体和农户三方合理的筹资机制；借鉴江阴模式，采取“征管分离、行政监督”的运行机制；加强宣传，提高农民的参保意识；加大国家财政扶持的力度；加强法制建设，确保农村养老保险制度有法可依。 相似文献
12.
Rowe RN 《Clearing house (Menasha, Wis.)》1994,67(4):184
To challenge the distribution of condoms on school campuses with accusations of immorality and "lack of good character" appears shallow at best. Considering the home situation of many young people and their immediate environment, the act of securing a condom could be totally consistent with "good character." Certainly, abstinence up to a certain stage in a youth's life is prudent, but who is to determine the age to which, and the environment in which, abstinence must be observed universally? The litany of virtues to which Gow refers (kindness, courtesy, the Golden Rule, and so forth) all could be attributed to the youth who obtains a condom at school and uses it in an effort to protect himself and his partner. Use of a condom even by a teenager is not an unvirtuous act. Gow refers to two "misguided assumptions." The first is that "it is the legitimate function of the schools to dispense contraceptives." He maintains that parents and physicians, not schools, constitute the proper source of medical information and medication. Granted, they are the most logical and desirable sources, but what if a student has incompetent or perhaps no parental guidance and has little if any access to a physician? Schools have acted in loco parentis ever since public education first evolved. Why should it stop now during a devastating health crisis? The second "misguided assumption"--that "teen sex and pregnancies result from ignorance"--happens to be true. Ignorance is a major cause of pregnancies and AIDS. Distribution of condoms on campuses will help to counteract ignorance because it leads to explanations and discussion, two essential components of education. I find no quarrel with Gow's call for reevaluation of values and methods of communication. His belief that institutions such as churches, families, social organizations, and so forth must assume a larger role in clarification of values is logical. But until that occurs, what institution other than a public school has a better chance to reach the greatest number of young people? 相似文献
13.
哈佛大学学生对课程及任课教师的评价 总被引：11，自引：2，他引：11
“评估是对某一计划和政策的运作或结果的系统评价,并将之与一套显性或隐性的标准作比较,从而使这一计划或政策趋于完善。”在教育领域中,评估则可用来确定在教和学经过一段时间的相互作用后,是否能达到预期的效果。介绍哈佛大学的研究生如何对课程及任课老师作出评价,校方又是如何利用这些评价来提高教学质量的做法,也许对中国高等教育评估界的同仁有借鉴作用。 相似文献
14.
金薇吟 《淮阴师范学院学报(哲学社会科学版)》2004,26(3):413-416
从历史的理论与实践和现实的接受环境两个方面,论证了保尔·朗格朗所提出的"终身教育"的理念在中国完全有可能转化为现实。中国在这方面的优势,可以和世界产生互动性影响。 相似文献
15.
As teacher education students become professionals, they face a number of tensions related to identity, social participation, and work-life balance, which may be further complicated by social networking sites (SNS). This qualitative study sought to articulate tensions that arose between professionalization influences and teacher education student participants' SNS participation. Findings suggest that some expectations of professionalization in SNS cut deeply into participants' self-concept and that tensions arose surrounding unclear expectations of professionalization and fears related to political and religious expression. The study's implications are: teachers need to (a) consider how participation in SNS may impact their identity, (b) understand how moral turpitude is defined in their communities and how their behavior aligns with these standards, and (c) carefully explore how they can maintain meaningful social connections in online spaces as they pass through new phases of life and seek to become professionals. 相似文献
16.
LAWRENCE H. CROSS ROBERT B. FRARY PATRICIA P. KELLY ROBERT C. SMALL JAMES C. IMPARA 《Journal of Educational Measurement》1985,22(2):137-146
This study was undertaken to evaluate two procedures for establishing a minimum performance standard for the essay subtest of the National Teacher Examinations (NTE) Communication Skills test. Twenty public school teachers and 20 teacher educators were randomly assigned to either a "blind" or "informed" review panel. Both panels were directed to evaluate the same set of 12 sample essays. Those assigned to the informed panel were apprised of the scores previously awarded to each essay and were asked to decide upon the lowest score they would judge to be acceptable for a beginning teacher. Those assigned to the blind panel were not informed of the scores and were asked to judge whether each essay was at least minimally acceptable for a beginning teacher. Following their blind reviews, the scores were revealed to this group, and they were also asked to indicate the lowest score they would judge to be acceptable. No significant mean differences were observed for the standards associated with blind and informed reviews, but a significant mean difference was observed between the standards set by teachers and teacher educators; the former being more stringent. Based upon criteria other than mean differences, it was concluded that the preferred procedure for setting standards on essays should involve a blind review followed by an informed review. This strategy was subsequently implemented in a state-wide validation study in Virginia, and the results of this full-scale study are presented along with results reported for a study using informed reviews in another state. 相似文献
17.
张文安 《商丘师范学院学报》2007,23(4):81-83
商鞅学派把犯罪心理形成的原因归结为人“巧以伪”、“计利”、“刑轻”、“刑人复漏”、官吏“利合而恶同”等几种情况,提出“弱民”、“必得”、重刑治罪、培养民众的主动守法意识、利用民众功利心理进行诱导、对官吏使用“壹刑”并建立起有效的监督机制等心理预防措施。商鞅学派先验的犯罪理论和主观推定的预防措施都在一定程度上存在着不足。 相似文献
18.
A. J. Massey 《Assessment in Education: Principles, Policy & Practice》1995,2(2):187-203
The evolving specification for a series of vertically equated overlapping Key Stage 3 national tests in science in England and Wales sets a series of test development challenges. These include the need to relate standards defined by hierarchically organised ‘level’ criteria to cut‐scores based on total test scores; and the need to allow compensation across the boundaries of sets of items targeted at different levels. A criterion‐related model for test development is described which is governed by a pattern of expectations about the performance of pupils relating to the hierarchical level criteria and builds determination of cut‐scores into the test development process. Some other relevant approaches to standard setting are also discussed. 相似文献
19.
20.
文章阐述了农业企业土地流转的现状,认为农业企业与农户间的土地合理流转有利于优化配置农村土地资源、实现规模经营以及增加农民收入,提高农户的生活水平。同时,在对当前农业企业和农户间土地流转存在的产权主体不明晰、土地流转价格偏低等障碍因素进行分析后,提出了明确界定土地所有权主体、科学制定农村土地流转价格等规范农业企业参与土地流转的措施与对策。 相似文献