Rater Certification Tests: A Psychometric Approach     

Yigal Attali 《Educational Measurement》2019,38(2):6-13

Rater training is an important part of developing and conducting large‐scale constructed‐response assessments. As part of this process, candidate raters have to pass a certification test to confirm that they are able to score consistently and accurately before they begin scoring operationally. Moreover, many assessment programs require raters to pass a calibration test before every scoring shift. To support the high‐stakes decisions made on the basis of rater certification tests, a psychometric approach for their development, analysis, and use is proposed. The circumstances and uses of these tests suggest that they are expected to have relatively low reliability. This expectation is supported by empirical data. Implications for the development and use of these tests to ensure their quality are discussed.  相似文献   

Guiding Low Spatial Ability Individuals through Visual Cueing: The Dual Importance of Where and When to Look     

Victoria A. Roach  Graham M. Fraser  James H. Kryklywy  Derek G.V. Mitchell  Timothy D. Wilson 《Anatomical sciences education》2019,12(1):32-42

Research suggests that spatial ability may predict success in complex disciplines including anatomy, where mastery requires a firm understanding of the intricate relationships occurring along the course of veins, arteries, and nerves, as they traverse through and around bones, muscles, and organs. Debate exists on the malleability of spatial ability, and some suggest that spatial ability can be enhanced through training. It is hypothesized that spatial ability can be trained in low-performing individuals through visual guidance. To address this, training was completed through a visual guidance protocol. This protocol was based on eye-movement patterns of high-performing individuals, collected via eye-tracking as they completed an Electronic Mental Rotations Test (EMRT). The effects of guidance were evaluated using 33 individuals with low mental rotation ability, in a counterbalanced crossover design. Individuals were placed in one of two treatment groups (late or early guidance) and completed both a guided, and an unguided EMRT. A third group (no guidance/control) completed two unguided EMRTs. All groups demonstrated an increase in EMRT scores on their second test (P < 0.001); however, an interaction was observed between treatment and test iteration (P = 0.024). The effect of guidance on scores was contingent on when the guidance was applied. When guidance was applied early, scores were significantly greater than expected (P = 0.028). These findings suggest that by guiding individuals with low mental rotation ability “where” to look early in training, better search approaches may be adopted, yielding improvements in spatial reasoning scores. It is proposed that visual guidance may be applied in spatial fields, such as STEMM (science, technology, engineering, mathematics and medicine), surgery, and anatomy to improve student's interpretation of visual content. Anat Sci Educ. © 2018 American Association of Anatomists.  相似文献   

新时代背景下武术与民族传统体育专业教育招生改革路径研究*     

次春雷 《广州体育学院学报》2019,(4):115-119

当前，学校体育改革进入破解新旧问题的攻坚期，仍需采用不同视角及理论对学校体育政策执行中的“跨域”现象予以新认识，发现新问题，提出新对策。研究从“条块关系”视角入手，运用文献资料、逻辑分析等方法，对学校体育政策执行中的“条块关系”特征（“条条”嵌入、“块块”统筹和“条块”整体）及问题（“条条”冲突、“块块”封闭和“条块”分割）进行解析，并结合整体性治理理念，提出重塑公共理念、加强制度建设、强化责任意识、培育信息共享和树立利益意识等对策，以期纾解“条块”问题，改善执行基础。  相似文献   

考虑偏差路径的电动汽车充电站选址和定容     

朱书研  杨斌  朱小林 《上海海事大学学报》2019,40(1):44-50

为在电动汽车推广初期提升其在物流配送领域的接受度,缓解途中驾驶人员的"里程焦虑",对电动汽车充电站的选址和定容进行合理规划。不仅考虑驾驶人员为给电动汽车充电而愿意偏离最短路径行驶的偏差路径,还考虑电动汽车进入充电站后的等待时间,提出一个双目标混合整数规划模型。以偏差路径中的车流量来模拟充电需求,以最大化满足路径中需求与最小化平均等待时间两个目标之间的相互平衡作为衡量选址和定容合理性的指标,从而得到充电站的合理规划。结果表明:单次充电行驶里程、偏差距离和服务速率对充电站的选址和定容有重要影响。  相似文献   

Acculturative challenges among Pakistani secondary school students in Hong Kong     

《Int J Intercult Relat》2021

Scholars have extensively studied acculturation from different theoretical perspectives among immigrants across the societies of settlement. However, there is a dearth of knowledge about acculturation from a culture learning approach in Hong Kong. This article reports the acculturative challenges among sixteen (16) Pakistani students from six different secondary schools in Hong Kong. The phenomenographic data analysis of semi-structured interviews revealed four categories of everyday experiences in schools that hinder their acculturation. These are mainly related to inter-ethnic interactions, sensitivity towards diverse learning and sociocultural needs, and the Chinese language teaching curriculum for non-Chinese speaking students. Although the study reports Pakistani students' experiences, the findings may also translate the acculturative challenges among students with an immigrant or ethnic minority background in settlement societies. The article also discusses both the theoretical and practical implications for studying and helping immigrant young people in multicultural contexts.  相似文献   

基于游戏化学习的科技馆展示艺术设计探讨     

胡毓轩 《科教导刊》2020,(1):117-118

随着游戏化学习这种新型学习方式的出现与广泛应用,科技馆为了紧随时代的发展脚步开始积极引入各种科普游戏。本文从当前开发的具备学习和教育功能游戏展示角度出发,探究这类游戏对场馆和硬件设施的要求,落实科技馆展示艺术设计工作,从而为关注这一话题的人们提供参考。  相似文献   

Game-Based Learning in Virtual Worlds: A Multiuser Online Game for Medical Undergraduate Radiology Education within Second Life     

Rocio Lorenzo-Alvarez  Teodoro Rudolphi-Solero  Miguel J. Ruiz-Gomez  Francisco Sendra-Portero 《Anatomical sciences education》2020,13(5):602-617

Game-based learning can have a positive impact on medical education, and virtual worlds have great potential for supporting immersive online games. It is necessary to reinforce current medical students' knowledge about radiological anatomy and radiological signs. To meet this need, the objectives of this study were: to design a competition-based game in the virtual world, Second Life and to analyze the students' perceptions of Second Life and the game, as well as to analyze the medium-term retention of knowledge and the potential impact on the final grades. Ninety out of 197 (45.6%) third-year medical students voluntarily participated in an online game based on self-guided presentations and multiple-choice tests over six 6-day stages. Participants and non-participants were invited to perform an evaluation questionnaire about the experience and a post-exposure knowledge test. Participants rated the experience with mean scores equal to or higher than 8.1 on a 10-point scale, highlighting the professor (9.5 ± 1.1; mean ± SD) and the virtual environment (8.9 ± 1.1). Participants had better results in the post-exposure test than non-participants (59.0 ± 13.5 versus 45.3 ± 11.5; P < 0.001) and a lower percentage of answers left blank (6.7 ± 8.4 versus 13.1 ± 12.9; P = 0.014). Competitive game-based learning within Second Life is an effective and well-accepted means of teaching core radiological anatomy and radiological signs content to medical students. The higher medium-term outcomes obtained by participants may indicate effective learning with the game. Additionally, valuable positive perceptions about the game, the educational contents, and the potential benefit for their education were discovered among non-participants.  相似文献   

A Web-Based Virtual Microscopy Platform for Improving Academic Performance in Histology and Pathology Laboratory Courses: A Pilot Study     

Bai-Chin Lee  Sung-Tsang Hsieh  Yih-Leong Chang  Fen-Yu Tseng  Yu-Jung Lin  Yuh-Lien Chen  Shu-Huei Wang  Yu-Fong Chang  Yi-Lwun Ho  Yen-Hsuan Ni  Shan-Chwen Chang 《Anatomical sciences education》2020,13(6):743-758

Virtual microscopy (VM) has been utilized to improve students' learning experience in microscope laboratory sessions, but minimal attention has been given to determining how to use VM more effectively. The study examined the influence of VM on academic performance and teacher and student perceptions and compared laboratory test scores before and after VM incorporation. A total of 662 third-year students studying histology and 651 fourth-year students studying pathology were divided into two groups. The light microscopy (LM) group used a light microscope in 2014 and 2015, while the LM + VM group used the VM platform and a light microscope in 2016 and 2017. Four factors positively predict laboratory scores (R square, 0.323; P < 0.001): (i) the pathology course and test-enhanced learning, (ii) the VM platform and experience, (iii) medical students and lecture scores, and (iv) female students. The LM + VM group exhibited less score variability on laboratory examinations relative to their mean than the LM group. The LM + VM group was also associated with fewer failing grades (F grade; odds ratio, 0.336; P < 0.001) and higher scores (A grade; odds ratio, 2.084; P < 0.001) after controlling for sex, school, course, and lecture grades. The positive effect of the VM platform on laboratory test grades was associated with prior experience using the VM platform and was synergistic with more interim tests. Both teachers and students agreed that the VM platform enhanced laboratory learning. The incorporation of the VM platform in the context of test-enhanced learning may help more students to master microscopic laboratory content.  相似文献   

Making sense of research-based learning in teacher education     

《Teaching and Teacher Education》2020

Research-based learning challenges teacher educators to rethink pedagogical strategies, particularly so in a context where views about the role of research in pre-service teachers' professional development are contested. The views of academics implementing a research-based learning course in teacher education are examined through qualitative semi-structured interviews in order to understand how learning autonomy is fostered. Variation was found in what teacher educators thought the course was intended to achieve and in their teaching strategies. The basis for pedagogical decision-making appeared to be their own research learning experiences. Implications for teacher education and for implementing research-based learning more generally are discussed.  相似文献   

Important Considerations for Assessment to Function in the Service of Education     

James W. Pellegrino 《Educational Measurement》2020,39(3):81-85

Professor Gordon argues for a significant reorientation in the focus and impact of assessment in education. For the types of assessment activities that he advocates to prosper and positively impact education, serious attention must be paid to two important topics: (1) the conceptual underpinnings of the assessment practices we develop and use to support learning and instruction, and (2) the arguments and evidence we establish for their validity given the intended interpretive use. Such a focus highlights fundamental concepts that have long existed in the broader assessment literature – carefully defining and operationalizing our constructs and then validating the assessments of those constructs. What differs now are the conceptual frameworks, briefly outlined here, that can and must be used to guide both aspects of such work.  相似文献