Students’ and teachers’ monitoring and regulation of students’ text comprehension: Effects of comprehension cue availability     

《Contemporary educational psychology》2019

For regulation of text learning to be effective, students need to accurately monitor their text comprehension. Similarly, to provide adaptive instruction, teachers need to accurately monitor and regulate students’ text comprehension. Performing generative activities prior to monitoring has been suggested to provide students with diagnostic cues, improving monitoring accuracy; an open question is whether this would also help teachers. We investigated whether two generative activities, diagram completion and diagram drawing, improved secondary education students’ (n = 248) monitoring and regulation accuracy of text comprehension (Experiment 1) and whether viewing students’ diagrams improved teachers’ (N = 18) monitoring and regulation of students’ text comprehension (Experiment 2). Students’ monitoring and teachers’ regulation accuracy was higher in the diagramming conditions than in the no-diagramming condition. Students and teachers used diagnostic cues when judging students’ text comprehension: Improving students’ monitoring and teachers’ regulation of students’ text comprehension relies on improving accessibility of diagnostic cues.  相似文献   

A longitudinal quantitative investigation into the concurrent validity of self and peer assessment applied to English-Chinese bi-directional interpretation in an undergraduate interpreting course     

《Studies in Educational Evaluation》2018

One of the productive lines of research on self-assessment (SA) and peer assessment (PA) concerns their concurrent validity with respect to a criterion measure. However, similar research has rarely been conducted for spoken-language interpreting. This article therefore reports on a longitudinal study that investigated the validity of self and peer ratings on three performance dimensions of English-Chinese consecutive interpretation (i.e., information completeness, fluency of delivery, and target language quality), taking teachers’ ratings as a yardstick. Major findings include: although the students as a group were unable to replicate teachers’ ratings, they were able to rank-order their performances in a fairly accurate manner and improved their SA and PA accuracy over time. Interpreting directionality seems to moderate the correlational strength of self/teacher ratings and peer/teacher ratings. These results are discussed in relation to previous literature, and pedagogical suggestions are provided to improve SA and PA for bi-directional interpretation.  相似文献   

People who cheat on tests accurately predict their performance on future tests     

《Learning and Instruction》2020

Studies suggest that people who cheat on a test overestimate their performance on future tests. Given that erroneous monitoring of one's own cognitive processes impairs learning and memory, this study investigated whether cheating on a test would harm monitoring accuracy on future tests. Participants had the incentive and opportunity to cheat on one (Experiments 1, 2, and 3, with N = 90, 88, and 102, respectively) or two (Experiment 4, N = 214) of four general-knowledge tests. Cheating produced overconfidence in global-level performance predictions in Experiment 2 (Cohen's d ≥ 0.35) but not in Experiments 1 or 4. Also, cheating did not affect the absolute or relative accuracy of item-level performance predictions in Experiments 3 or 4. A Bayesian meta-analysis of all experiments provided evidence against cheating-induced overconfidence in global- and item-level predictions. Overall, our results demonstrate that people who cheat on tests accurately predict their performance on future tests.  相似文献   

Teacher judgments at zero-acquaintance: A social accuracy analysis     

《Contemporary educational psychology》2021

How accurate are teachers’ first impressions and what moderates the degree of first impression accuracy? In previous teacher judgment accuracy research, teachers judged students who were well-acquainted to them, focusing on single traits. Here, we follow the zero-acquaintance paradigm and apply the Social Accuracy Model (SAM; Biesanz, 2010) to examine teachers’ first impressions regarding students’ personality profiles. Three groups of perceivers (student teachers, experienced teachers and psychology students; N = 285) rated students’ (N = 10) academic self-concept, intrinsic motivation and intelligence based on brief videos. SAM analyses revealed that teachers were accurate regarding the average students’ profile of characteristics (normative accuracy), but were not successful at detecting students' unique personality profiles (distinctive accuracy). Moreover, likeable students and those evaluated as more physically attractive were perceived with higher normative accuracy. Personality similarity and teaching experience were unrelated to accuracy. Implications for teacher judgment accuracy research and educational practice are discussed.  相似文献   

椭圆齿轮流量计误差校正     

吕玉莲  刘美 《茂名学院学报》1997,(1)

该文分析了流体的粘度对椭圆流量计测量精度的影响,并简述其误差校正方法,该方法对流量测量仪表精度校正具有普遍意义。  相似文献   

Lifesource XL-18 pedometer for measuring steps under controlled and free-living conditions     

Sam Liu  Dina Brooks  Scott Thomas  Gunther Eysenbach  Robert Peter Nolan 《Journal of sports sciences》2015,33(10):1001-1006

The primary aim was to examine the criterion and construct validity and test–retest reliability of the Lifesource XL-18 pedometer (A&D Medical, Toronto, ON, Canada) for measuring steps under controlled and free-living activities. The influence of body mass index, waist size and walking speed on the criterion validity of XL-18 was also explored. Forty adults (35–74 years) performed a 6-min walk test in the controlled condition, and the criterion validity of XL-18 was assessed by comparing it to steps counted manually. Thirty-five adults participated in the free-living condition and the construct validity of XL-18 was assessed by comparing it to Yamax SW-200 (YAMAX Health & Sports, Inc., San Antonio, TX, USA). During the controlled condition, XL-18 did not significantly differ from criterion (P > 0.05) and no systematic error was found using Bland–Altman analysis. The accuracy of XL-18 decreased with slower walking speed (P = 0.001). During the free-living condition, Bland–Altman analysis revealed that XL-18 overestimated daily steps by 327 ± 118 than Yamax (P = 0.004). However, the absolute percent error (APE) (6.5 ± 0.58%) was still within an acceptable range. XL-18 did not differ statistically between pant pockets. XL-18 is suitable for measuring steps in controlled and free-living conditions. However, caution may be required when interpreting the steps recorded under slower speeds and free-living conditions.  相似文献   

Where Do Facts Matter? The Digital Paradox in Magazines’ Fact-checking Processes     

Susan Currie Sivek  Sharon Bloyd-Peshkin 《Journalism Practice》2019,13(8):998-1002

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Systematic Comparison of Decision Accuracy of Complex Compensatory Decision Rules Combining Multiple Tests in a Higher Education Context          下载免费PDF全文

Iris E. Yocarini  Samantha Bouwmeester  Guus Smeets  Lidia R. Arends 《Educational Measurement》2018,37(3):24-39

This real‐data‐guided simulation study systematically evaluated the decision accuracy of complex decision rules combining multiple tests within different realistic curricula. Specifically, complex decision rules combining conjunctive aspects and compensatory aspects were evaluated. A conjunctive aspect requires a minimum level of performance, whereas a compensatory aspect requires an average level of performance. Simulations were performed to obtain students' true and observed score distributions and to manipulate several factors relevant to a higher education curriculum in practice. The results showed that the decision accuracy depends on the conjunctive (required minimum grade) and compensatory (required grade point average) aspects and their combination. Overall, within a complex compensatory decision rule the false negative rate is lower and the false positive rate higher compared to a conjunctive decision rule. For a conjunctive decision rule the reverse is true. Which rule is more accurate also depends on the average test reliability, average test correlation, and the number of reexaminations. This comparison highlights the importance of evaluating decision accuracy in high‐stake decisions, considering both the specific rule as well as the selected measures.  相似文献   

基于磁钉技术的集装箱码头AGV 定位精度分析     

李凤娥  牛王强 《上海海事大学学报》2016,37(1):38-41

为解决自动导引车（Automated Guided Vehicle, AGV）的定位精度问题，以国内某在建的自动化集装箱码头为工程背景，研究与基于磁钉技术的AGV定位误差相关的因素.通过给出AGV惯性导航系统的运动方程和误差方程，按照工程实况，在忽略陀螺仪影响的基础上，得到AGV惯性导航系统位置误差的理论计算式.依此指出，基于磁钉技术的AGV组合导航系统定位精度与加速度计精度、AGV 运行方向的余弦、磁钉数据更新时间的平方成正比例关系.最后，对某工程算例进行数值仿真，验证了理论分析的正确性.该方法对磁钉排布、惯性导航系统传感器选型等有参考意义.  相似文献   

单源三站外辐射源雷达目标探测性能     

周建卫  李道京  胡烜 《中国科学院大学学报》2017,34(4):422-430

论述全向外辐射源雷达空中目标探测系统的主要问题及系统体制损失。针对单源单站（SISO）和单源三站（SITO）两种工作方式，在接收天线阵元数相同的情况下分析探测距离和定位精度。在单源三站条件下推导直角坐标系中的目标速度矢量表达式，并分析速度测量精度。研究结果表明，在一定条件下，单源三站组网方式的空间覆盖范围与单源单站相当，且具有平面定位精度较高，可获得目标速度矢量和技术实现难度小的特点。  相似文献