Test Assembly Implications for Providing Reliable and Valid Subscores     

Minji K. Lee  Kevin Sweeney  Gerald J. Melican 《Educational Assessment》2017,22(4):205-219

This study investigates the relationships among factor correlations, inter-item correlations, and the reliability estimates of subscores, providing a guideline with respect to psychometric properties of useful subscores. In addition, it compares subscore estimation methods with respect to reliability and distinctness. The subscore estimation methods explored in the current study include augmentation based on classical test theory and multidimensional item response theory (MIRT). The study shows that there is no estimation method that is optimal according to both criteria. Augmented subscores show the most improvement in reliability compared to observed subscores but are the least distinct.  相似文献   

Examining Normality in Incomplete Data Sets: A Note on a Multiple Testing Approach     

Tenko Raykov  Chun-Lung Lee  George A. Marcoulides 《Structural equation modeling》2016,23(4):595-600

A multiple testing procedure for examining the assumption of normality that is often made in analyses of incomplete data sets is outlined. The method is concerned with testing normality within each missingness pattern and arriving at an overall statement about normality using the available data. The approach is readily applied in empirical research with missing data using the popular software Mplus, Stata, and R. The procedure can be used to ascertain a main assumption underlying frequent applications of maximum likelihood in incomplete data modeling with continuous outcomes. The discussed approach is illustrated with numerical examples.  相似文献   

Cross-Racial Friendships and Social Distance Between Racial Groups on a College Campus     

Patricia?OdellEmail author  Kathleen?Korgen  Gabe?Wang 《Innovative Higher Education》2005,29(4):291-305

This study examined the effectiveness of curriculum-focused diversity initiatives on a college campus by determining the relationships between GPA, social class, year in school, residential status, racial diversity courses taken, and cross-racial friendships on the level of social distance between Whites-Blacks, Whites-Hispanics, Hispanics-Whites, Hispanics-Blacks, Blacks-Whites, and Blacks-Hispanics. The data suggest that, while the institution does a good job of bringing diverse groups of students to the campus, it does not effectively reduce the level of social distance among many members of the different racial groups on campus. Using the Intergroup Contact Hypothesis, the article concludes by suggesting means by which social distance among racial groups on campus might be decreased.  相似文献   

How does learning happen for people participating in adventure training?     

Sammy?King?Fai?HuiEmail author  Hoi?Yan?CheungEmail author 《Asia Pacific Education Review》2004,5(1):76-87

Adventure training has become fashionable over the past few years in Hong Kong. Current Education Reform suggests learning should not be confined to the classroom, and adventure training is viewed as an alternative method to institutional routines for personal and group development. This paper reported a longitudinal study investigating how learning happened for four church members (out of twenty-five participants) purposively selected in an adventure team-building camp. Both quantitative and qualitative instruments were used. Results shed light on: (1) how the constructs of self-efficacy and organizational commitment helped to conceptualize what people meant by a team; (2) how qualitative findings revealed evidence of learning of the four members which could not be observed by quantitative findings; and (3) how participants experienced and learnt from adventure training.  相似文献   

Supporting learning with interactive multimedia through active integration of representations     

Daniel?BodemerEmail author  Rolf?Ploetzner  Katrin?Bruchmüller  Sonja?H?cker 《Instructional Science》2005,33(1):73-95

When learners explore dynamic and interactive visualisations they are often not able to interact with them in a systematic and goal-oriented way. Frequently, even supporting learners in processes of discovery learning does not lead to better learning outcomes. This can be due to missing pre-requisite knowledge such as the coherent mental integration of the pictorial and symbolic sources of information. In order to support learners in this process, we encouraged them to interactively and externally relate different static sources of information to each other before exploring dynamic and interactive visualisations. We evaluated the benefit of this instructional support in two experimental studies concerning the domains of statistics and mechanics. It revealed that the active integration of static representations before processing dynamic visualisations resulted in better performance and can provide a basis for a more systematic and goal-oriented experimentation behaviour during simulation-based discovery learning.in final form: 16 November 2004  相似文献   

Metaphoric competence in children with learning disabilities   总被引：1，自引：0，他引：1  

R F Lee  A G Kamhi 《Journal of learning disabilities》1990,23(8):476-482

Metaphoric competence was examined in two groups of children with learning disabilities and one group of nondisabled peers ranging in age from 9-0 to 11-0 years. There were five girls and seven boys in each group. One group of students with learning disabilities had a history of spoken language impairment and the other group did not. Subjects were administered three verbal metaphor tasks (comprehension, preference, and completion) and a visual metaphor task, the Metaphor Triads Task (MTT). The three verbal metaphor tasks were administered in three contexts: (a) sentence, (b) story, and (c) story plus visual (pictorial) support. The group with a history of language impairment consistently performed more poorly on the metaphor tasks than the group without a history of language impairment, who, in turn, performed more poorly than the nondisabled children on all but the MTT. Context variations had no effect on children's performance. Theoretical and clinical implications will be discussed.  相似文献   

Comparing demand functions when different price manipulations are used: Does unit price help?     

Sumpter CE  Temple W  Foster TM 《Learning & behavior》2004,32(2):202-212

Six hens pecked a key (Experiment 1) or pushed a door (Experiment 2) to obtain food reinforcement. In both experiments and as an analogue of price changes, the response requirements were varied in two ways: by increasing the number of responses required and by increasing the required force of each response. The two price manipulations (response number and response force) had different effects on behavior and produced different-shaped demand functions when the rates of consumption were plotted logarithmically against the price analogues. Irrespective of response topography, when the number of required responses was varied, the data paths appeared linear, with slopes close to −1.0. When the required force of each keypeck and doorpush was varied, the data paths were clearly curved, with increasingly steep downward slopes as the force increased. Using the concept ofunit price did not fully remove the different effects of the two price manipulations. Those differences are best attributed to the differing times needed in order to complete each response unit under those price manipulations.  相似文献   

A novel 3-stage structure for a low-noise,high-gain and gain-flattened L-band erbium doped fiber amplifier     

强则煊  何赛灵  张徐亮  沈林放 《浙江大学学报(A卷英文版)》2004,5(9):1130-1134

The configuration of the novel three-stage L-band erbium-doped fiber amplifier with very large and flat gain and very low noise figure presented in this paper uses the forward ASE (amplified spontaneous emission) from the first section of the EDF (erbium-doped fiber) and the backward AS E from the third section of the EDF (both serve as the secondary pump sources of energy) to pump the second EDF. To improve the pump efficiency, the power of the pump is split into two parts(with a ratio of e.g. 2:7). The characteristics of this L-band EDFA are studied on the basis of the Giles Model with ASE.  相似文献   

Computational Efficiency through Visual Argument: Do Graphic Organizers Communicate Relations in Text Too Effectively?     

Robinson Daniel H.  Schraw Gregory 《Contemporary educational psychology》1994,19(4)

Previous research on graphic organizers has found that they facilitate memory for corresponding text. This study investigated why one type of graphic organizer (a matrix) may communicate interconcept relations more effectively than an outline or text. In three experiments, college students judged the accuracy of interconcept relations after they read a text and studied a matrix, an outline, or the text again. We also measured students′ performance when study time was reduced and testing delayed. Results indicated that even when study time was reduced, viewing a matrix helped students make more accurate judgments of interconcept relations. We conclude that a matrix is more computationally efficient than an outline or text, enabling readers to compute interconcept relations more quickly and easily (Larkin & Simon, 1987), due to a communicative process called visual argument (Waller, 1981). However, this advantage disappeared when testing was delayed, which, ironically, may have been due to computational efficiency.  相似文献   

The marginal costs of instruction     

Stephen A. Hoenack  William C. Weiler  Rebecca D. Goodman  Daniel J. Pierro 《Research in higher education》1986,24(4):335-417

This is a study of the costs of instruction in a large public research university. It departs from other work on instructional costs in its attempt to draw inferences about the economic costs of incremental or marginal enrollments. Focusing on graduate education, we examine how the costs directly facing faculty differ from those incurred by the institution's administration and legislature as reflected in the budgetary rewards for instruction. These cost differences provide the wherewithal for a university to carry out basic research and other important functions that lack a paying clientele. The study also explores the roles of economic costs in the institution's pricing of graduate education.  相似文献