排序方式： 共有21条查询结果，搜索用时 437 毫秒
1.
2.
LORRIE A. SHEPARD GREGORY CAMILLI DAVID M. WILLIAMS 《Journal of Educational Measurement》1985,22(2):77-105
The purpose of this research was to recommend an item bias procedure when the number of minority examinees is too small to use preferred three-parameter IRT methods. The chi-square, Angoff delta-plot, andpseudo-IRT indices were compared with both real and simulated data. For the real test data a criterion of known bias had been established by cross-validated IRT-3 results. The findings from the Math Test and the simulated test were consistent. The pseudo-IRT approach was best (measured by both correlations and percent agreement) in delecting criterion bias. The chi-square was close in accuracy to the pseudo-IRT index. The Angoff delta-plot method was found to be inadequate on both heuristic and empirical grounds. In extreme cases it even identified items as biased against whites that were simulated to be biased against blacks. However, a modified Angoff index, where p-value differences were regressed on item point biserials (and the residualized values used as the index), was nearly as good as the chi-square in identifying known bias. A final caution was offered regarding the use of item bias techniques. The statistical flags should never be used mechanically to discard items; rather they should be used to inspect items for possible differences in meaning. 相似文献
3.
4.
5.
IAN GREGORY 《Journal of Philosophy of Education》1994,28(2):205-210
It is suggested that, pace Michael Golby, recourse to metaphor has little role to play in enabling governing bodies to come to terms with their new and onerous responsibilities. The better way forward is a clearer appreciation of what is demanded of them by law. 相似文献
6.
7.
8.
The Effects of Political Education and Critical Thinking on Hong Kong and Mainland Chinese University Students' National Attitudes 总被引：2，自引：0，他引：2
GREGORY P. FAIRBROTHER 《British Journal of Sociology of Education》2003,24(5):605-620
In a context of patriotic education in Mainland China and depoliticised civic education in colonial Hong Kong, this article inquires into the nature of student resistance to state hegemonic political socialisation and examines the effects of critical thinking, as a form of resistance, on students' patriotism and nationalism. With data from questionnaires completed by 535 Hong Kong and Mainland university students, analyses of relationships among perceptions of political socialisation, critical thinking dispositions, and national attitudes reveal that critical thinking mediates the state-intended effects of schooling on political attitudes. The article concludes with a reconceptualisation of the concept of resistance. 相似文献
9.
10.