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RONALD K. HAMBLETON DENNIS M. ROBERTS ROSS E. TRAUB 《Journal of Educational Measurement》1970,7(2):75-82
Differential weighting of response alternatives and confidence testing have been proposed as ways to assess partial knowledge on multiple-choice tests. 211 students in an educational measurement course took their midterm examination under one of three procedures. Results from those students administered the test under conventional directions provided a baseline for comparing, in terms of reliability and validity, the results from students who took the test under the differential weighting of response alternatives or the confidence testing instructions. Reliability was estimated by the split-half technique. Validity was estimated by correlating midterm test scores with scores on a final examination. This investigation provides some support for the contention that validity can be improved using more sophisticated testing techniques. Suggestions for the conduct of more definitive studies were offered. 相似文献
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DENNIS LINES 《Pastoral Care in Education》2007,25(2):14-21
A common disruption to learning and stability in schools occurs when pupils fight or become aggressive. This paper considers the issues of anger management, violence control and fighting reduction through a counselling programme with a high-risk pupil in secondary school. It begins by examining some of the thinking on young people and violence and aggression. Then, the author considers the place of counselling in schools in relation to this issue. Interventions for the practitioner to consider are discussed, including how to make a clear diagnosis of the nature of violence for the particular youngster, an analysis of anger-triggers and an ambitious attempt to modify a belief-system that holds that 'might is right'. The author argues that occasional incidents of violent disruption are a reality in education, and while media reporting exaggerates the problem, schools need more imaginative strategies with the few targeted individuals than exclusion from school. 相似文献
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The specific objectives of this study were (a) to collect and edit a comprehensive set of counselor competencies, (b) to operationally define the counselor competencies, and (c) to determine the specific competencies for which there is a high level of consensus of importance among counselor-educators. The 98 competencies included in this study were collected through an extensive review of the literature of the past 10 years. Fifty counselor-educators throughout the United States rated each of the 98 competencies for perceived level of importance and for when the competencies are to be acquired. Ninety competencies received a consensual rating ranging from important to critical, indicating that they need be acquired and demonstrated by counselor-trainees before the completion of practicum. 相似文献
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DENNIS MAYS 《Support for Learning》2012,27(3):123-128
Reading standards are regarded by many as the true yardstick by which to measure school effectiveness, and the relative standards achieved by different generations are often debated by adults. Some young people do not perceive reading to be of anything like such importance, however, using digital communication habitually and easily. Each year a growing number of young people enter secondary education without having achieved functional reading. Illiteracy in Year 7 poses a real problem for the secondary SEN teacher. Financial and timetable constraints make it impossible to arrange individual multi‐sensory teaching. A programme of didactic teaching using selections from several different approaches to reading was delivered to a group of ten semi‐literate and illiterate young people throughout the 2010–2011 academic year. 相似文献