Simultaneous Assembly of Multiple Test Forms     

Wim J. van der  Linden Jos J. Adema 《Journal of Educational Measurement》1998,35(3):185-198

An algorithm for the assembly of multiple test forms is proposed in which the multiple-form problem is reduced to a series of computationally less intensive two-form problems. At each step, one form is assembled to its true specifications; the other form is a dummy assembled only to maintain a balance between the quality of the current form and the remaining forms. It is shown how the method can be implemented using the technique of O-1 linear programming. Two empirical examples using a former item pool from the LSAT are given—one in which a set of parallel forms is assembled and another in which the targets for the information functions of the forms are shifted systematically.  相似文献   

Early stages of proportional reasoning: a cross-sectional study with 5- to 9-year-olds     

Vanluydt  Elien  Degrande  Tine  Verschaffel  Lieven  Van Dooren  Wim 《European Journal of Psychology of Education - EJPE》2020,35(3):529-547

European Journal of Psychology of Education - The present study cross-sectionally investigated proportional reasoning abilities in 5- to 9-year-old children (n = 185) before they...  相似文献   

Improving Item-Exposure Control in Adaptive Testing     

Wim J. van der Linden  Seung W. Choi 《Journal of Educational Measurement》2020,57(3):405-422

One of the methods of controlling test security in adaptive testing is imposing random item-ineligibility constraints on the selection of the items with probabilities automatically updated to maintain a predetermined upper bound on the exposure rates. Three major improvements of the method are presented. First, a few modifications to improve the initialization of the method and accelerate the impact of its feedback mechanism on the observed item-exposure rates are introduced. Second, the case of conditional item-exposure control given the uncertainty of examinee's ability parameter is addressed. Third, although rare for a well-designed item pool, when applied in combination with the shadow-test approach to adaptive testing the method may meet occasional infeasibility of the shadow-test model. A big M method is proposed that resolves the issue. The practical advantages of the improvements are illustrated using simulated adaptive testing from a real-world item pool under a variety of conditions.  相似文献   

Erratum to: Improving word reading speed: individual differences interact with a training focus on successes or failures     

Esther G. Steenbeek-Planting  Wim H. J. van Bon  Robert Schreuder 《Reading and writing》2012,25(9):2315-2318

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Towards characterising design-based learning in engineering education: a review of the literature     

S. M. Gómez Puente  M. van Eijck  W. Jochems 《European Journal of Engineering Education》2011,36(2):137-149

Design-based learning is a teaching approach akin to problem-based learning but one to which the design of artefacts, systems and solutions in project-based settings is central. Although design-based learning has been employed in the practice of higher engineering education, it has hardly been theorised at this educational level. The aim of this study is to characterise design-based learning from existing empirical research literature on engineering education. Drawing on a perspective that accounts for domain-specific, idiosyncratic and learner-centred aspects of design problems in the context of engineering education, 50 empirical studies on project-based and problem-based engineering education, to which the design of artefacts is central, were reviewed. Based on the findings, design-based learning is characterised with regard to domain-specificity, learner expertise and task authenticity. The implications of this study for the practice of engineering education are discussed.  相似文献   

Probabilistic topic modeling in multilingual settings: An overview of its methodology and applications     

Ivan Vulić  Wim De Smet  Jie Tang  Marie-Francine Moens 《Information processing & management》2015

Probabilistic topic models are unsupervised generative models which model document content as a two-step generation process, that is, documents are observed as mixtures of latent concepts or topics, while topics are probability distributions over vocabulary words. Recently, a significant research effort has been invested into transferring the probabilistic topic modeling concept from monolingual to multilingual settings. Novel topic models have been designed to work with parallel and comparable texts. We define multilingual probabilistic topic modeling (MuPTM) and present the first full overview of the current research, methodology, advantages and limitations in MuPTM. As a representative example, we choose a natural extension of the omnipresent LDA model to multilingual settings called bilingual LDA (BiLDA). We provide a thorough overview of this representative multilingual model from its high-level modeling assumptions down to its mathematical foundations. We demonstrate how to use the data representation by means of output sets of (i) per-topic word distributions and (ii) per-document topic distributions coming from a multilingual probabilistic topic model in various real-life cross-lingual tasks involving different languages, without any external language pair dependent translation resource: (1) cross-lingual event-centered news clustering, (2) cross-lingual document classification, (3) cross-lingual semantic similarity, and (4) cross-lingual information retrieval. We also briefly review several other applications present in the relevant literature, and introduce and illustrate two related modeling concepts: topic smoothing and topic pruning. In summary, this article encompasses the current research in multilingual probabilistic topic modeling. By presenting a series of potential applications, we reveal the importance of the language-independent and language pair independent data representations by means of MuPTM. We provide clear directions for future research in the field by providing a systematic overview of how to link and transfer aspect knowledge across corpora written in different languages via the shared space of latent cross-lingual topics, that is, how to effectively employ learned per-topic word distributions and per-document topic distributions of any multilingual probabilistic topic model in various cross-lingual applications.  相似文献   

Assessment of competence in clinical reasoning and decision‐making under uncertainty: the script concordance test method     

Stephan Ramaekers  Wim Kremer  Albert Pilot  Peter van Beukelen  Hanno van Keulen 《Assessment & Evaluation in Higher Education》2010,35(6):661-673

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The benefits of evaluating performance subjectively     

Michael J. Gibbs  Kenneth A. Merchant  Wim A. Van Der Stede  Mark E. Vargus 《Performance Improvement》2005,44(5):26-32

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Nonformal Education,Distance Education and the Restructuring of Schooling: Challenges for a New Basic Education Policy     

Hoppers  Wim 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(1-2):5-30

This article argues that the present crisis of basic education for young people in Africa reveals problems that are more fundamental than enrollments, inputs and costs. They are related to the very structure and substance of educational provision. Of particular concern is the fact that schools find it difficult to respond to the different needs and circumstances of their pupils and to organize learning experiences that are sensitive to the social, cultural and economic environment. The author maintains that non-conventional approaches to learning, associated with nonformal education and distance education, have important but distinct contributions to make to the reform of mainstream schooling and could help to open up the formal system from within.  相似文献   

Does (Non‐)Meaningful Sensori‐Motor Engagement Promote Learning With Animated Physical Systems?     

Wim T. J. L. Pouw  Charly Eielts  Tamara van Gog  Rolf A. Zwaan  Fred Paas 《Mind, Brain, and Education》2016,10(2):91-104

Previous research indicates that sensori‐motor experience with physical systems can have a positive effect on learning. However, it is not clear whether this effect is caused by mere bodily engagement or the intrinsically meaningful information that such interaction affords in performing the learning task. We investigated (N = 74), through the use of a Wii Balance Board, whether different forms of physical engagement that was either meaningfully, non‐meaningfully, or minimally related to the learning content would be beneficial (or detrimental) to learning about the workings of seesaws from instructional animations. The results were inconclusive, indicating that motoric competency on lever problem solving did not significantly differ between conditions, nor were response speed and transfer performance affected. These findings suggest that adult's implicit and explicit knowledge about physical systems is stable and not easily affected by (contradictory) sensori‐motor experiences. Implications for embodied learning are discussed.  相似文献