数字加工和计算能力测验的修订及信效度检验     

张树东  董奇 《中国特殊教育》2006,(5):62-66

本研究对数字加工和计算能力测验进行了修订,修订工作主要包括三个部分:(1)测验的翻译;(2)预测验;(3)大样本测验。测验的分半信度为0.86,克伦巴赫α系数为0.93,被教师诊断为数字加工和计算障碍的学生几乎在所有的子测验成绩上都低于正常学生。这些结果表明,此测验是一个信度和效度均较高的测验。  相似文献   

ON THE CURRENT RMB EXCHANGE RATE REGIME AFFECTING THE EFFECTIVENESS OF MONETARY POLICY     

黄燕君 《Journal of Zhejiang University. Science. B》2001,(2)

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论教学的有效性   总被引：2，自引：0，他引：2  

耿志涛 《连云港师范高等专科学校学报》2006,(2):62-65

研究教学的有效性是为了解决教学中大量存在的“平庸”和“低效”问题,教学有效性涉及到教学效果、教学效率和教学质量三种价值属性。在当前课堂教学中,教学主体缺乏教学有效性的观念、师生之间缺乏有效的互动以及对教学时间缺少周密的安排是三种典型的“平庸”和“低效”样态。新课程提出了建构性、生成性和多元性的教学有效性标准,建立了当前有效教学的理想模式。  相似文献   

The contribution of rubrics to the validity of performance assessment: a study of the conservation–restoration and design undergraduate degrees     

José-Luis Menéndez-Varela 《Assessment & Evaluation in Higher Education》2016,41(2):228-244

Rubrics have attained considerable importance in the authentic and sustainable assessment paradigm; nevertheless, few studies have examined their contribution to validity, especially outside the domain of educational studies. This empirical study used a quantitative approach to analyse the validity of a rubrics-based performance assessment. Raters evaluated the performance of 84 first-year university students producing service-learning projects for the Conservation–Restoration and Design degrees. The study data comprised the 9240 scores given by two teachers and three student tutors, who assessed the students’ projects on three occasions during the semester. Factor analyses confirmed that the students attained the expected learning outcomes and made significant learning progress. This learning progress was also corroborated by analyses of variance. The attainment of the learning goals and the evidence of learning progress demonstrated the validity of the inferences drawn from the assessment system. In addition, the results highlighted the need to consider rubrics as a first-order teaching resource and not only as a scoring tool.  相似文献   

Bias hypotheses under scrutiny: investigating the validity of student assessment of university teaching by means of external observer ratings     

Elisabeth Fischer  Martin Hänze 《Assessment & Evaluation in Higher Education》2019,44(5):772-786

To advance the discussion on the validity of student evaluations of university teaching, student ratings of two teaching dimensions – student involvement and rapport – were compared with corresponding observer ratings. Seven potential bias variables were tested with regard to their impact on the students’ teaching assessment: three teacher characteristics (first impression, enthusiasm, humour) and four student characteristics (prior interest, expected grades, study experience, class attendance). Bias was defined as an impediment of the students’ assessment of teaching on course level. By means of bivariate correlations with course averages and two-level latent moderated structural equations, data of 1,716 students in 80 courses were analysed. Results showed that all three teacher characteristics were genuinely connected to rapport, and even explained variance of the student-rated variable when controlling for observer-rated rapport. The assessment of student involvement was not modified by the teacher characteristics except for teacher enthusiasm, which affected the student evaluation when controlling for observed involvement and, moreover, moderated the relation between the observed and the student-rated variable. For the examined student characteristics, no biasing effects were found – neither on rapport nor on student involvement.  相似文献   

测验项目编制与等值的一种有效策略——层面理论   总被引：2，自引：0，他引：2  

赵守盈  王洪礼  江新会  骆文淑 《考试研究》2007,(2)

回转翻译法关注的是“文字等价”,项目反应理论注重“统计指标等价”。层面理论项目等价注重项目的同一测量目标,即等值的项目应该在相同的条件下测试被试相同的反应。层面理论通过映射语句技术清晰地界定项目的测量目标,使得项目等值与项目编制更加科学。通过层面理论编制的项目维度结构更加清楚,测验的结构效度更有保证。将层面理论和心理计量学的其他方法结合起来,可以有效提高测验项目编制与等值的质量。  相似文献   

课程知识的合法性问题--对《基础教育课程改革纲要(试行)》的社会学分析   总被引：1，自引：0，他引：1  

高水红 《教育学报》2002,(8):1-4

本文通过对《基础教育课程改革纲要》中课程知识合法性的追问发现,国家、专家等角色在本次基础教育课程改革中发生了变化。“国家”角色开始隐退,“专家”由“象征性参与者”向“事实性参与者”过渡,使课程知识合法性的主体发生了变化:课程将不纯粹是“传递统治阶级意识形态,进行阶级关系再生产的工具”;“专家”与“国家”在角色、地位上既有磨合又有争夺,从而也改变了课程知识合法性的过程:课程由社会单方“控制”的中介变为多方“认同”、“妥协”的产物。  相似文献   

Construct-Irrelevant Variance in High-Stakes Testing   总被引：1，自引：0，他引：1  

Thomas M. Haladyna  Steven M. Downing 《Educational Measurement》2004,23(1):17-27

There are many threats to validity in high-stakes achievement testing. One major threat is construct-irrelevant variance (CIV). This article defines CIV in the context of the contemporary, unitary view of validity and presents logical arguments, hypotheses, and documentation for a variety of CIV sources that commonly threaten interpretations of test scores. A more thorough study of CIV is recommended.  相似文献   

一类三种群的捕食-被捕食弱耦合反应扩散生态系统解的渐近性态     

苗宝军  容跃堂 《南阳师范学院学报》2007,6(3):7-10

研究了一类非线性三种群弱耦合捕食—被捕食反应扩散系统的初边值问题,在适当的条件下,利用反应扩散方程理论、多重尺度变量和微分中值定理,结合分析技巧,对此问题解的存在性及渐近性态作了较深入的研究,得到了问题解的存在性和一致有效性.  相似文献   

浅析行政奖励行为的有效性与可诉性   总被引：3，自引：0，他引：3  

张中先 《商丘职业技术学院学报》2003,2(5):48-49

行政奖励在现代行政管理工作中起着愈来愈重要的作用。结合法律原则和我国国情,行政奖励应具有法律约束力。法定行政奖励具有可诉性,其他行政奖励则不具有可诉性。  相似文献