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101.
When judgmental and statistical procedures are both used to identify potentially gender-biased items in a test, to what extent do the results agree? In this study, both procedures were used to evaluate the items in a statewide, 78-item, multiple-choice test of science knowledge. Only one item was flagged by the sensitivity reviewers as being potentially biased, but this item was not flagged by the statistical procedure. None of the nine items flagged by the Mantel-Haenszel procedure were flagged by the sensitivity reviewers. Eight of the nine statistically flagged items were differentially easier for males. Four of these eight measured the same category of objectives. The authors conclude that both judgmental and statistical procedures provide useful information and that both should be used in test construction. They caution readers that content-validity issues need to be addressed when making decisions based on the results of either procedure. 相似文献
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Marcone Stephen Reigeluth Charles M. 《Educational technology research and development : ETR & D》1988,36(1):23-32
This study investigated whether or not the teaching of matched examples and nonexamples in the form of common errors would
improve student performance in applying a procedure to previously unencountered instances, and whether the common errors would
be most beneficial in generality form, in example form, or in both forms. Participants were 141 first-year music students,
who were randomly assigned to four groups and given the task to learn a procedure that was presented in a self-contained booklet.
A pretest-posttest experimental design was used, with a prerequisite test given as a screening device. The two independent
variables were the absence and presence of the common errors in the generality form and in the example form (2 x 2 factorial
design). Results indicated that the teaching of common errors in the generality form significantly improved learning a procedure
at the application level of behavior. 相似文献
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Richard J. Viken Danny L. Moore John F. Knutson David J. Fordyce 《Learning & behavior》1982,10(2):135-140
The effects of isolation and handling on the reactivity of rats to two tactile stimuli were assessed in two experiments. In the first experiment, reactivity to more intense footshock was increased in rats raised in isolation but was not affected by handling by an experimenter. In the second experiment, increased reactivity to airpuff stimuli presented to the dorsal surface of isolation-reared rats was reduced by handling. The data suggest that the effects of handling on shock-motivated behaviors are not due to altered reactivity to shock and that the effect of housing or handling must be considered in behavioral tests in which reactivity to tactile stimulation might play a role as dependent or independent variables. 相似文献
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