Modeling Diagnostic Assessments with Bayesian Networks   总被引：1，自引：0，他引：1  

Russell G. Almond  Louis V. DiBello  Brad Moulder  Juan-Diego Zapata-Rivera 《Journal of Educational Measurement》2007,44(4):341-359

This paper defines Bayesian network models and examines their applications to IRT-based cognitive diagnostic modeling. These models are especially suited to building inference engines designed to be synchronous with the finer grained student models that arise in skills diagnostic assessment. Aspects of the theory and use of Bayesian network models are reviewed, as they affect applications to diagnostic assessment. The paper discusses how Bayesian network models are set up with expert information, improved and calibrated from data, and deployed as evidence-based inference engines. Aimed at a general educational measurement audience, the paper illustrates the flexibility and capabilities of Bayesian networks through a series of concrete examples, and without extensive technical detail. Examples are provided of proficiency spaces with direct dependencies among proficiency nodes, and of customized evidence models for complex tasks. This paper is intended to motivate educational measurement practitioners to learn more about Bayesian networks from the research literature, to acquire readily available Bayesian network software, to perform studies with real and simulated data sets, and to look for opportunities in educational settings that may benefit from diagnostic assessment fueled by Bayesian network modeling.  相似文献   

Perceptions of two television cartoons: Powerpuff girls and Johnny Bravo     

Shirley Matile Ogletree  Brad Mason  Tammy Grahmann  Paul Raffeld 《Communication Research Reports》2013,30(3):307-313

“Powerpuff Girls” (PPG) and “Johnny Bravo” (JB) are two recent additions to cartoon programming on the Cartoon Network. In Study 1 over three‐fourths of 187 elementary school children indicated that they had watched JB and PPG. These children perceived PPG to be significantly more aggressive than JB. In Study 2 two trained, independent raters scored JB, compared to PPG, as more likely to make appearance‐enhancing actions and more likely to use come‐ons while the PPG were more aggressive and more likely to giggle/laugh. Johnny was more likely to be the recipient of aggressive behaviors, rather than be aggressive himself.  相似文献   

Patterns of Social Support Communicated in Response to Expressions of Uncertainty in an Online Community of Young Adults with Cancer     

Erin E. Donovan  Leah LeFebvre  Sarah Tardif  Laura E. Brown  Brad Love 《Journal of Applied Communication Research》2013,41(4):432-455

In order to develop more effective ways of helping adolescents and young adult (AYA) cancer survivors cope with cancer-related uncertainty, it is important to understand how AYAs respond communicatively to each other's uncertainty. We designed this project to gain insight into the patterns of social support that occur in response to AYAs' expressions of uncertainty. We analyzed 510 responses to posts in an AYA-focused online discussion group. Eighty-two percent of messages responding to uncertainty contained informational support. Sixty-seven percent contained multiple types of support. Among medical, personal, and social sources of uncertainty, the most typical response tended to be a combination of informational support accompanied by emotional and/or esteem support. AYAs who express uncertainty in online support groups should be advised that their posts are likely to be met with information, such as advice and referrals, which may either facilitate or impede their uncertainty management goals.  相似文献   

沿路风光     

Brad Franklin 《英语沙龙》2013,(2)

在加拿大温哥华岛南端与北美大陆接壤之际,有一片岛屿群.美、加两国对此命名不同,但都把这里当做是一方乐园.Brad和妻子更是喜欢驾船至此,游览这里的万千风致.  相似文献   

水獭小湾,意犹未尽     

Brad Franklin 《英语沙龙》2013,(1):60-61

早在十三年前,Brad和妻子就已买过一艘小船,毕竟,临海居住的环境让驾船出行变得异常方便.虽然那时候对驾船知识知之甚少,但通过学习与实践,收获了不少关于驾船出行的常识和经验. 两人追香寻路,随着香味愈发浓郁,Brad肯定这是烤肉的味道.最后终于找到香味源头,还真有一群人在此大摆烧烤.更让Brad意外的是他们烧烤的可是整整一头猪呀,肉质鲜美多汁,让美食控Brad顿时感到自己真是来对了地方.  相似文献   

Assessing the Implicit Curriculum in Social Work Education: Heterogeneity of Students’ Experiences and Impact on Professional Empowerment     

N. Andrew Peterson  Antoinette Y. Farmer  Louis Donnelly  Brad Forenza 《Journal of Teaching in Social Work》2013,33(5):460-479

The implicit curriculum, which refers to a student’s learning environment, has been described as an essential feature of an integrated professional social work curriculum. Very little is known, however, about the heterogeneity of students’ experiences with the implicit curriculum, how this heterogeneity may be distributed across groups of students, and how it may impact students’ professional empowerment. This study used latent profile analysis to identify groups of students based on their experiences with the implicit curriculum in school and field contexts, and it examined differences between profile groups on measures of professional empowerment. Study participants (n = 534) were undergraduate and graduate students of a large school of social work in the northeast. Results revealed that four groups of students could be identified based on their experiences with the implicit curriculum: students who experienced (a) positive school and field environments, (b) positive school but negative field environments, (c) negative school but positive field environments, and (d) negative school and field environments. Profile groups differed significantly on measures of professional empowerment. Implications and directions for future work are discussed.  相似文献   

The Effects of School Gardens on Children's Science Knowledge: A randomized controlled trial of low-income elementary schools     

Nancy M. Wells  Beth M. Myers  Lauren E. Todd  Karen Barale  Brad Gaolach  Gretchen Ferenz 《International Journal of Science Education》2013,35(17):2858-2878

This randomized controlled trial or ‘true experiment' examines the effects of a school garden intervention on the science knowledge of elementary school children. Schools were randomly assigned to a group that received the garden intervention (n?=?25) or to a waitlist control group that received the garden intervention at the end of the study (n?=?24). The garden intervention consisted of both raised-bed garden kits and a series of 19 lessons. Schools, located in the US states of Arkansas, Iowa, Washington, and New York, were all low-income as defined by having 50% or more children qualifying for the federal school lunch program. Participants were students in second, fourth, and fifth grade (ages 6–12) at baseline (n?=?3,061). Science knowledge was measured using a 7-item questionnaire focused on nutritional science and plant science. The survey was administered at baseline (Fall 2011) and at three time points during the intervention (Spring 2012, Fall 2012, and Spring 2013). Garden intervention fidelity (GIF) captured the robustness or fidelity of the intervention delivered in each classroom based on both lessons delivered and garden activities. Analyses were conducted using general linear mixed models. Survey data indicated that among children in the garden intervention, science knowledge increased from baseline to follow-up more than among control group children. However, science knowledge scores were uniformly poor and gains were very modest. GIF, which takes into account the robustness of the intervention, revealed a dose–response relation with science knowledge: more robust or substantial intervention implementations corresponded to stronger treatment effects.  相似文献   

COLLEGE COURSES IN RELIGIOUS EDUCATION     

Brad Rothrock 《Religious education (Chicago, Ill.)》2013,108(2):241-244

The second decade of AIDS demands a response of new and creative efforts for HIV/AIDS prevention education and ministering to persons affected by and living with HIV/AIDS. Jewish and Christian theological and faith‐based arguments are presented to support the call to educate for prevention and the call to minister. The need to network and collaborate with public health for more effective programs is also outlined.  相似文献   

Statistics poster challenge for schools     

Brad Payne  Jenny Freeman  Eleanor Stillman 《Teaching Statistics》2013,35(1):43-45

The analysis and interpretation of data are important life skills. A poster challenge for schoolchildren provides an innovative outlet for these skills and demonstrates their relevance to daily life. We discuss our Statistics Poster Challenge and the lessons we have learned.  相似文献   

Should I Study English Grammar？     

Brad Franklin 《英语沙龙》2009,(7):39-39

在很多人眼里。英语语法枯燥乏味、复杂难学。如果说得一口漂亮的英语。是不是就不用学习英语语法了呢？Brad不这么认为。在他的眼里,语法是基础。“串联”起了词汇和句子。为文字的铺开提供了可能……  相似文献