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1.
This study develops a theoretical model for the costs of an exam as a function of its duration. Two kind of costs are distinguished: (1) the costs of measurement errors and (2) the costs of the measurement. Both costs are expressed in time of the student. Based on a classical test theory model, enriched with assumptions on the context, the costs of the exam can be expressed as a function of various parameters, including the duration of the exam. It is shown that these costs can be minimized in time. Applied in a real example with reliability .80, the outcome is that the optimal exam time would be much shorter and would have reliability .675. The consequences of the model are investigated and discussed. One of the consequences is that optimal exam duration depends on the study load of the course, all other things being equal. It is argued that it is worthwhile to investigate empirically how much time students spend on preparing for resits. Six variants of the model are distinguished, which differ in their weights of the errors and in the way grades affect how much time students study for the resit.  相似文献   
2.
This paper provides a methodological framework to measure and analyze educational resource allocation within and across systems and ascertain potential equity implications. The proposed approach employs an outputs-driven method to provide a snapshot of the equitable distribution of key educational resources available in relation to student populations that are most in need. Our approach standardizes educational resources into three broad dimensions including teacher quality, school physical environment, and school instructional environment while contrasting the allocation of these resources between low- and high-needs schools. We implement this approach using real world data from Brazil to demonstrate its adaptability to the context and available data while still maintaining a consistent framework across applications.  相似文献   
3.
针对法兰直线轴承尺寸系列化与视觉测量过程行为多样化之间的复杂关联影响问题,提出由特征包容方案规划、基本动作规划和工位变换路线规划三阶段组成的递阶式测量行为规划策略,并设计了视觉测量规划与行为评估流程。以某型号方法兰直线轴承为对象,以评估不同测量行为、图像质量及图像处理算法之间的关联影响为任务,进行测量实验研究。实验结果表明,通过对测量行为进行递阶式规划与行为分析,便于获取测量行为变化造成测量结果波动的定量信息,得以反馈行为影响,从而引导行为优化,可促进视觉测量系统前、后处理功能的增强,有助于智能视觉测量的发展。  相似文献   
4.
有效的考核评价体系是保证教学目标实现的重要手段。“建筑工程测量”课程作为高职建筑工程技术专业的一门核心课程,通过改革考核评价体系,可以提高教学质量,充分体现高职教学的实践性和职业性,着重培养学生的职业能力,满足学生就业与发展的需要。  相似文献   
5.
We present two ways (instantaneous and cumulative) to transform bibliographic networks, using the works’ publication year, into corresponding temporal networks based on temporal quantities. We also show how to use the addition of temporal quantities to define interesting temporal properties of nodes, links and their groups thus providing an insight into evolution of bibliographic networks. Using the multiplication of temporal networks we obtain different derived temporal networks providing us with new views on studied networks. The proposed approach is illustrated with examples from the collection of bibliographic networks on peer review.  相似文献   
6.
[目的/意义] 基于专利数据开展技术融合研究是技术融合研究的主要方式和热点方向,面向为技术融合后续研究工作开展提供参考和启发的目标,对国内外基于专利数据的技术融合研究现状进行较为全面的综述。[方法/过程] 将已有研究按研究内容划分为技术融合测度及预测方法研究、特定领域/多领域间/全领域的技术融合态势测度及趋势预测、技术融合的测度指标研究、影响技术融合的特征因素研究、基于技术融合视角进行技术机会发现以及技术融合与创新的关系研究六类,并对各类别取得的研究成果进行评述。[结果/结论] 基于专利数据开展技术融合研究已经取得一定的成果,但是仍旧存在测度依据不合理、预测方法缺乏验证、全领域研究关注度低的问题,这些问题可通过引入语义关系优化技术融合网络、采用图神经网络技术改进技术融合预测方法、完善全领域技术融合测度和预测方法来解决。  相似文献   
7.
ABSTRACT

This paper analyses the psychometric paradigm for understanding educational measurement and standard setting by considering the extent to which that understanding is based on metaphors. I argue that through the metaphors ‘more is up’ and ‘good is up’ we spatialise concepts that are not intrinsically spatial. Human abilities form a distinct conceptual category, with complex and varying rules for the correct usage of different ability terms. The fact that most abilities can be discussed in terms of both ‘possession’ and of ‘more or less’ invites reification, spatialisation, and hence the application of measurement metaphors. Insights into the measurement of abilities can be gained by careful consideration of how ability terms are used in normal discourse, especially of athletic abilities which are partly quantified in terms of attributes that are physically measureable. The fuzziness of natural language creates some of the problems in understanding standards in both psychometrics and physical measurement.  相似文献   
8.
高考综合改革方案的实施给分省命题工作带来挑战。借鉴国际考试行业的成功经验,结合我国国情,就国家课程标准的解读、命题队伍的建设、现代测量理论与技术的中国化问题展开讨论,对做好分省命题工作提出可行的操作性建议。  相似文献   
9.
Mothers who use substances need integrated, multi-sectoral intervention services to support substance use discontinuation. We explored mothers’ service use at Breaking the Cycle, an early intervention and prevention program for pregnant and parenting women and their young children in Toronto, Canada. We conducted retrospective analyses of families’ service records and client charts (N = 160). Aims were to 1) describe women’s use of service, 2) examine how early engagement of pregnant women related to postnatal service use, and 3) examine the circumstances in which women ended their service relationship with Breaking the Cycle. Specifically, we examined circumstances at service ending relating to women’s service goals; custody status with children; and global substance-use, parent-child relationship, and child development outcomes. We found that these vulnerable women were actively engaged in many services and for a long duration, early engagement was associated with greater service use, and greater service use was associated with more positive circumstances upon ending service. Results provide support for a relational approach to service that promotes not only the relationship between mother and child, and mother and service provider, but also highlights relationships among staff, between staff and management, and between community partners as integral to effective service delivery. Integrating positive relationships at all levels is critical to support vulnerable families with complex needs.  相似文献   
10.
In relation to teaching and learning approaches that improve student learning outcomes, threshold concepts have generated substantial interest in higher education. They have been described as ‘portals’ that lead to a transformed way of understanding or thinking, enabling learners to progress, and have been enthusiastically adopted to inform teaching approaches and curriculum design. A growing body of literature has critiqued the relevance and applicability of the threshold concept theory and identified threshold concepts relevant to specific disciplines. More recent research has identified how students cross these thresholds and provided measures of the successful acquisition of threshold concepts. This literature synthesis critiques existing evidence on threshold crossing and acquisition to provide a succinct and informative overview of the outcomes to date. Key questions relevant to educators and researchers investigating whether students acquire the threshold concepts associated with their teaching, arose from the literature synthesis. These were: whether or not threshold crossing can be measured; how variation in student learning can be addressed during measurement; tools that can be used for measuring threshold crossing; whether the way units or concepts are taught should alter prior to measurement, and the challenges and limitations of measuring threshold crossing.  相似文献   
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