共查询到20条相似文献，搜索用时 390 毫秒
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《基础教育改革动态》2008,(23)
广东省教育考试院下发通知,为确保普通高考招生体育术科统一考试安全、有序、科学、规范地进行,保证高等学校招生公平、公正,决定对广东省普通高校招生体育术科统一考试的相距设置进行调整。从2009年起,广东省普通高校招生体育术科统一考试只进行身体素质项目的测试,不再进行专项测试。 相似文献
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高考体育术科考试是由100米跑、800米跑、铅球、二级蛙跳组成的综合项目,对考生的身体素质和体育技术水平要求较高。如何使体育考生在短期内提高运动技能,使其以较好的状态迎接高考,取得理想的运动成绩,与教练如何布置与安排考生的赛前训练密不可分,更与考生的心理素 相似文献
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体育高考是选拔体育人才深造学习的重要途径和主要手段,因此体育高考招生术科考试项目的设置在很大程度上会直接影响高师院校体育专业人才的选拔和录取。本文通过对广西体育高考测试项目改革的调查分析得出结论：广西体育高考测试项目的改革不仅关乎广大考生的体育高考成绩,而且可能会影响高师院校体育专业学生的培养,甚至影响到他们的就业问题。本文对广西体育高考术科设置演变给高师院校体育专业大学生专项选择有何影响进行分析,为广西体育专业招生术科考试方法的改革提供良策,以促进广西体育高考的良性发展。 相似文献
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全国31省市体育高考术科考试项目设置以及测试项目的分值比例有着较大的差别.应采用身体素质测试与专项能力测试相结合的测试方法,测试项目总分宜统一定为100分,以便于各省市各高校开展体育新生录取工作. 相似文献
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郑丽 《遵义师范学院学报》2004,6(3):83-85
纵观近几年贵州省的体育术科考试,其中体育考生的情绪变化是直接影响术科成绩的一个不容忽视的因素,所以就体育考生术科考试时产生的不良情绪及产生的原因从心理学的方法进行分析.为中学体育教师和将来参加术科考试的考生提供参考. 相似文献
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正一、前言随着近几年来我国体育事业的蓬勃发展,越来越多的考生在高考时选报体育专业,这也就意味着体育专业考试的竞争越来越激烈。其中在高考体育中篮球专项考试很重要,篮球运球绕杆定点篮是高考体育中专项考试的重中之重,需要考生能够掌握专业的技能和技巧,从而提高体育的整体成绩。在新的高考方案中将篮球考试改为题库式的考试,并且具体的考试项目要在考试前的一个月公布,这就很大程度上增加 相似文献
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“爆发力”是中学体育考生应具备的关键性身体素质之一。从全国普通高考体育专业考试的规定项目看，身体素质占６０％，专项技术占４０％。这一比例说明对考生的身体素质提出了较高的要求。这是因为良好的身体素质是掌握运动技能、提高运动成绩的基础。短跑运动员以每秒１... 相似文献
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在体育术科高考前,由于主观或客观上的种种原因都会引起考生的一系列心理负荷.这些心理变化,是有机体即将进入竞技状态有准备的生理标志,它直接影响肌肉活动能量的转化与技术的发展和完成任务的意志行动.所以,我们研究体育专业考生在术科高考前的心理障碍,对于他们在训练和术科考试中发挥、提高技术水平、有着重要的意义. 相似文献
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广东省体育术科考试由基本素质和专项基础两个部分组成,其中基本素质包括100米、立定三级跳远和原地掷实心球等三项内容。因此,有效提高考生的基本素质是决定每一位考生术科成绩的重要因素。 相似文献
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采用文献资料、访问等研究方法,对我国中南地区河南、湖北、湖南、广东、广西、海南6省2011—2013年体育专业招生考试项目进行对比分析,旨在进一步完善体育专业招生考试内容,使测试项目设置更趋科学、合理．结果显示：我国中南地区体育专业招生考试项目设置可分为身体素质测试项目和专项技术测试项目两大类．在身体素质测试内容中,100m成为各省考查速度素质的首选项目;考查力量素质的测试项目较多（立定跳远、二级蛙跳、原地推铅球、原地双手后抛铅球等）;而灵敏类项目设置相对较少;柔韧类项目基本没有设置．从专项技术测试项目设置的情况来看,除了湖北和广西两省没有设置专项技术测试外。其它4省都设置了专项技术测试项目,湖南、河南两省设置的可供考生选择的专项技术测试项目比较多;广东、海南两省设置专项技术测试项目相对较少;专项考试可选项目设置越充分,越有利于考生特长的发挥．对存在的问题,提出改革方面的建议． 相似文献
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本文采用数理统计和教育测量的方法,对2005年广西体育高考的篮球考试进行研究.结果表明,2005年的篮球专项考试项目设置合理,将全场比赛考试取消是有根据和较合理的;一分钟投篮和往返运球投篮的评分标准不合理,使考试的难度和区分度降低,考生比较容易得高分,评分标准不能客观和有效地评定和鉴别考生的优劣.应对这两项考试的评分标准进行修改. 相似文献
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John R. Hills Raja G. Subhiyah Thomas M. Hirsch 《Journal of Educational Measurement》1988,25(3):221-231
The 1986 scores from Florida's Statewide Student Assessment Test, Part II (SSAT-II), a minimum-competency test required for high school graduation in Florida, were placed on the scale of the 1984 scores from that test using five different equating procedures. For the highest scoring 84 % of the students, four of the five methods yielded results within 1.5 raw-score points of each other. They would be essentially equally satisfactory in this situation, in which the tests were made parallel item by item in difficulty and content and the groups of examinees were population cohorts separated by only 2 years. Also, the results from six different lengths of anchor items were compared. Anchors of 25, 20, 15, or 10 randomly selected items provided equatings as effective as 30 items using the concurrent IRT equating method, but an anchor of 5 randomly selected items did not 相似文献
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Dena A. Pastor 《Educational Assessment》2019,24(3):189-212
The trustworthiness of low-stakes assessment results largely depends on examinee effort, which can be measured by the amount of time examinees devote to items using solution behavior (SB) indices. Because SB indices are calculated for each item, they can be used to understand how examinee motivation changes across items within a test. Latent class analysis (LCA) was used with the SB indices from three low-stakes assessments to explore patterns of solution behavior across items. Across tests, the favored models consisted of two classes, with Class 1 characterized by high and consistent solution behavior (>90% of examinees) and Class 2 by lower and less consistent solution behavior (<10% of examinees). Additional analyses provided supportive validity evidence for the two-class solution with notable differences between classes in self-reported effort, test scores, gender composition, and testing context. Although results were generally similar across the three assessments, striking differences were found in the nature of the solution behavior pattern for Class 2 and the ability of item characteristics to explain the pattern. The variability in the results suggests motivational changes across items may be unique to aspects of the testing situation (e.g., content of the assessment) for less motivated examinees. 相似文献
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Steven L. Wise Barbara S. Plake Phillip L. Johnson Linda L. Roos 《Journal of Educational Measurement》1992,29(4):329-339
According to item response theory (IRT), examinee ability estimation is independent of the particular set of test items administered from a calibrated pool. Although the most popular application of this feature of IRT is computerized adaptive (CA) testing, a recently proposed alternative is self-adapted (SA) testing, in which examinees choose the difficulty level of each of their test items. This study compared examinee performance under SA and CA tests, finding that examinees taking the SA test (a) obtained significantly higher ability scores and (b) reported significantly lower posttest state anxiety. The results of this study suggest that SA testing is a desirable format for computer-based testing. 相似文献
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Abstract The investigation sets out to determine whether in the construction of normreferenced tests the effects of sampling errors in the pre‐testing procedure outweigh the theoretical advantages to be gained in selecting items with the highest discrimination indices. The procedure for pre‐testing and selecting the items is simulated by sampling artificial matrices each representing the scores of a population of examinees on a domain of items. The results indicate that the sampling errors do not have a significant deleterious effect if the samples in the pre‐testing procedure contain more than 50 items and 25 examinees. Moreover, there may be very little to be gained by using larger samples. 相似文献
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体育专业的毕业生在就业中出现的问题,反映出高校在通识教育中的不足或缺乏。各高校应采取对策,调整课程设置,加大通识教育的力度,增加通识课程。培养出专业精、能力强、综合素质高的优秀毕业生,以适应社会对体育人才的需求。 相似文献
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Educational Testing Service A multiple-choice test item is identified as flawed if it has no single best answer. In spite of extensive quality control procedures, the administration of flawed items to test takers is inevitable. A limited set of common strategies for dealing with flawed items in conventional testing, grounded in the principle of fairness to examinees, is reexamined in the context of adaptive testing. An additional strategy, available for adaptive testing, of retesting from a pool cleansed of flawed items, is compared to the existing strategies. Retesting was found to be no practical improvement over current strategies. 相似文献
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Confidence Intervals for Weighted Composite Scores Under the Compound Binomial Error Model 
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下载免费PDF全文 Reporting confidence intervals with test scores helps test users make important decisions about examinees by providing information about the precision of test scores. Although a variety of estimation procedures based on the binomial error model are available for computing intervals for test scores, these procedures assume that items are randomly drawn from a undifferentiated universe of items, and therefore might not be suitable for tests developed according to a table of specifications. To address this issue, four interval estimation procedures that use category subscores for the computation of confidence intervals are presented in this article. All four estimation procedures assume that subscores instead of test scores follow a binomial distribution (i.e., compound binomial error model). The relative performance of the four compound binomial–based interval estimation procedures is compared to each other and to the better known normal approximation and Wilson score procedures based on the binomial error model. 相似文献