共查询到20条相似文献，搜索用时 31 毫秒
1.
2.
3.
4.
We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations—middle school math, ninth-grade algebra and geometry, and ninth-grade biology—and find evidence that a teacher's basic skills test scores are modestly predictive of student achievement in middle school math and highly predictive of student achievement in high school biology. A teacher's subject-specific licensure test scores are a consistent and statistically significant predictor of student achievement only in high school biology. Finally, we find little evidence that students assigned to middle school teachers with higher basic-skills test scores are more likely to take advanced math and science courses in high school. 相似文献
5.
6.
A central concern surrounding test-based accountability is that teachers may narrow teaching practices to improve test performance on a curriculum-based specific knowledge test rather than student learning more broadly. Two of the most common teaching practices that “teach to the test” are providing test-specific classwork and increasing the frequency with which students take practice tests. Whether such teaching practices improve student learning—both in terms of learning the content associated with a specific knowledge test as well as more general learning—is a largely unanswered question. To approach this question, this paper uses a student fixed effects approach to analyze the impact of these kinds of narrow teaching practices on student performance on a specific test as well as a general knowledge test. We find that test-specific classwork and practice tests with specific test items tend to have little or negative impacts on curriculum specific or general knowledge test performance, except for male students, and that subject practice tests (without emphasizing test-specific items) have positive effects on student outcomes on both kinds of tests, but larger on the curriculum-specific than on the general test, and much larger on the curriculum-specific test for male students. We discuss the logic for these results and what they tell us about the effectiveness of test-focused teaching practices more generally. 相似文献
7.
LUO Yao-zhi ZHU Shi-zhe CHEN Xi 《浙江大学学报(A卷英文版)》2007,8(11):1731-1739
A new double-arch structure for the gate used as tidal barrage and sluice was adopted in Caoe River Dam in China. It was a spatial structure made up of the right arch, the invert arch, the chord, etc., and was designed to bear bilateral loads. To research the cyclic behavior of the new double-arch structure, a scale-model cyclic test was conducted. First, the test setup and test method were presented in detail, and according to the test results, the cyclic behavior and failure characteristics of this structure were discussed. Then by analyzing the test cyclic envelope curve, it was found the curve was divided into three stages: the elastic stage, the local plastic stage and the failure stage at the local yield point and structural yield point. The gate model has local yield strength and structural yield strength, with both their values being bigger than that of the designing load. Therefore, the gate is safe enough for the projects. At last, dynamic property of the gate was analyzed considering additional mass of the water. It was found that the tidal bore shock would not cause resonance vibration of the gate. 相似文献
8.
Education systems increasingly emphasize the importance of scientific reasoning skills such as generating hypotheses and evaluating evidence. Despite this importance, we do not know which tests of scientific reasoning exist, which skills they emphasize, how they conceptualize scientific reasoning, and how well they are evaluated. Therefore, this article reviews 38 scientific reasoning tests. They used to primarily consist of multiple-choice questions, but since then have become more diverse, even including tests that automatically analyse virtual experiments. Furthermore, this review revealed that the tests focus on the skills of generating hypotheses, generating evidence, evaluating evidence, and drawing conclusions. Additionally, conceptualizations of scientific reasoning have moved towards a domain-specific set of different but coordinated skills over the years. Finally, concluding from gaps in test evaluation, a future focus should be on testing theoretical assumptions, comparing different scientific reasoning tests, and how relevant test results are in predicting criterion variables like academic performance. 相似文献
9.
SUNGWen-pei LINCheng-I SHIHMing-hsiang GOCheer-germ 《浙江大学学报(A卷英文版)》2005,6(2):132-140
In view of the recent technological development, the pursuit of safe high-precision structural designs has been the goal of most structural designers. To bridge the gap between the construction theories and the actual construction techniques, safety factors are adopted for designing the strength loading of structural members. If safety factors are too conservative, the extra building materials necessary will result in high construction cost. Thus, there has been a tendency in the construction field to derive a precise buckling load analysis model of member in order to establish accurate safety factors. A numerical analysis model, using modal analysis to acquire the dynamic function calculated by dynamic parameter to get the buckling load of member, is proposed in this paper. The fixed and simple supports around the circular plate are analyzed by this proposed method. And then, the Monte Carlo method and the normal distribution method are used for random sampling and measuring errors of numerical simulati 相似文献
10.
11.
WANG Yan-lei HAO Qing-duo OU Jin-ping 《重庆大学学报(英文版)》2007,6(3):221-226
In-plane shear properties of composite material laminates are very important in structural design of composite material. Four commonly used in-plane shear test methods were introduced in this paper. In order to study the differences of various shear test methods, two ASTM standard in-plane shear test methods for composite material laminates were experimentally investigated. They are ±45° tensile shear test (ASTM D3518) and V-notched rail shear test (ASTM D7078). Five types of composite material laminates composed of E-glass fiber fabric and vinyl ester resin were utilized, whose stacking sequences are 03s, 0/903s, CSM/0/902s, ±453s and (0/90)2/(±45)2/(0/90)2s, respectively. The test results indicate that the ±45° tensile shear test can predict shear moduli of composite material laminates accurately. However, the predictions of shear strength using ±45° tensile shear test are significantly lower than those of V-notched rail shear test. 相似文献
12.
This paper estimates the long-run effects of school accountability on educational attainment by exploiting two sources of variation: staggered implementation of accountability across states and individuals’ exposure to accountability. I find 12 years of exposure to school accountability leads to an increase in the likelihood of graduating high school by 2.3 percentage points but has no statistically significant effect on college attendance or the likelihood of receiving a Bachelor's degree. However, racial heterogeneity shows Hispanic students experience a significant increase in the likelihood of attending college. I rule out changes in school expenditures and teacher characteristics as potential mechanisms and present suggestive evidence that schools are classifying more students as learning disabled. Lastly, accountability is more effective in conjunction with promotion gates. 相似文献
13.
Constant-step stress accelerated life test of Vacuum Fluorescent Display (VFD) was conducted with increased cathode temperature. Statistical analysis was done by applying Weibull distribution for describing the life, and Least Square Method (LSM) for estimating Weibull parameters. Self-designed special software was used to predict the VFD life. Numerical results showed that the average life of VFD is over 30000 h, that the VFD life follows Weibull distribution, and that the life-stress relationship satisfies linear Arrhenius equation completely. Accurate calculation of the key parameter enabled rapid estimation of VFD life. 相似文献
14.
Do students make their best effort in large-scale assessment studies such as the Programme for International Student Assessment (PISA)? Despite six cycles of PISA surveys from 2000 to 2015, empirical studies regarding students’ test motivation and experience of the tests are sparse. The present study examines students’ test motivation in PISA, and how closely students’ achievement correlates with students’ reported test motivation. A total of 40 students from eight schools that participated in the PISA study in 2006, 2009 and 2012 were interviewed. In addition, questionnaire data from a total of 9400 students who participated in PISA 2009 and 2012 were collected. The findings of this study indicate that students overall were motivated to do their best in the PISA study, despite the fact that these low-stakes tests have no impact on students’ grades or future school entrance. In contrast to claims in the media, where it has been suggested that Norwegian students are more relaxed towards the PISA test than students in other countries, students report that they are motivated to do their best, but girls report significantly higher test motivation than boys. Despite the policy influence of PISA and the large number of countries participating, very few studies have reported findings from students’ perspectives regarding their test motivation and experience of the test. The present study aims to fill that gap. 相似文献
15.
Hanna Eklöf 《Assessment in Education: Principles, Policy & Practice》2010,17(4):345-356
An achievement test score can be viewed as a joint function of skill and will, of knowledge and motivation. However, when interpreting and using test scores, the ‘will’ part is not always acknowledged and scores are mostly interpreted and used as pure measures of student knowledge. This paper argues that students’ motivation to do their best on the assessment – their test‐taking motivation – is important to consider from an assessment validity perspective. This is true not least in assessment contexts where the assessment outcome has no consequences for the test‐taker. The paper further argues that the quality of assessment of test‐taking motivation also needs attention. Theoretical and methodological issues related to the assessment of test‐taking motivation are presented from a validity perspective, and findings from empirical studies on the relation between test stakes, test‐taking motivation and test performance are presented. 相似文献
16.
Oduor Olande 《Educational Studies in Mathematics》2014,85(1):53-74
The present study, carried out in the Nordic countries, examines the characteristics of students’ scholastic performance on items containing graphical artefacts, that is, bar graphs, pie charts and line graphs, selected from the Programme for International Student Assessment (PISA) survey test. Graphical analysis of statistical data resulted in the observation of two major categories of performance by the students. The results of cluster analysis also confirmed the two approaches. One approach consists of items perceived as requiring identification, that is, focusing primarily on perceptual elements. The other consisting of items requiring a critical-analytical approach, that is, involving evaluation of the graphical system, active interaction with subject specific operators and forms of expression. The general observation is that the pattern of response is similar for all these countries, with items demanding an identification approach showing comparatively higher scores than for items perceived as demanding a critical-analytical approach. 相似文献
17.
David Putwain 《教育心理学》2008,28(2):109-118
The study reported here aimed to establish whether the stakes of examinations taken by students in the final two years of compulsory education in the UK were associated with degree of self‐reported examination anxiety, and whether examination stakes moderated the anxiety–examination grade relationship. Data were collected from 615 students who were due to take examinations conceptualised as high stakes (a terminal examination), mid stakes (a modular examination), or low stakes (a mock examination). Findings suggested that students reported the lowest levels of anxiety and attained the highest grades in the mid stakes examination. Regression analysis suggested that examination stakes do moderate the inverse anxiety–grade relationship, but the effect for high stakes examinations was not in the expected direction. Results are interpreted in the context of limitations to this study’s design. Factors associated with the different timing of the examinations may have influenced results. Due to design limitations, these findings should only be considered provisional and an attempt should be made to replicate the findings using a more robust design. This study highlights the difficulties with designing studies and collecting data in an applied educational context. 相似文献
18.
INTRODUCTION Structural damage detection technique addresses the problem of how to locate and detect damage that occurred in a structure by using the observed changes of its dynamic and static characteristics. In recent years, damage assessment of structure has drawn wide attention from various engineering fields. Gen-erally, the existing approaches proposed in this area can be clarified into two major categories: the dy-namic identification methods using dynamic test data and the static … 相似文献
19.
The aim of this study was to follow up exploratory research suggesting that the inverse relationship between test anxiety and examination performance was mediated by cognitive distortions such as catastrophising. Self‐report data for measures of test anxiety and cognitive distortions were collected from students in their final year of compulsory schooling. Examination performance data was collected in mathematics, English language and science. Results supported a model in which cognitive distortions corresponding to the academic domain fully mediated the relationship between two components of test anxiety, worry and bodily symptoms, and academic achievement. This finding is consistent with theories attributing the debilitating influence of anxiety to the presence of interfering cognitions and helps to specify the nature of these interfering cognitions which test anxiety interventions may target. 相似文献
20.
《Learning and individual differences》2007,17(1):3-16
This study examined test-related experiences of enjoyment, anger, anxiety, and boredom in a sample of 2059 German school students (50% female) from grade 6, and how they relate to students' abstract reasoning ability (ARA). Emotions were assessed immediately before, during, and after a mathematics achievement test. Analysis of variance showed that emotions experienced during the test situation differed based on students' ARA level, with correspondence analysis revealing substantial differences between the emotional profiles of different ability groups. Enjoyment proved to be most prominent in students with high ARA, whereas anger and anxiety were predominant for students with low ARA. Boredom was found to be highest among students in the intermediate ARA group. Implications for research and practice are discussed. 相似文献