The Technical Quality of Performance Assessments: Standard Errors of Percents of Pupils Reaching Standards     

Wendy M. Yen 《Educational Measurement》1997,16(3):5-15

How accurate is the reported percent of students’reaching standards at the school level? How are standard errors for these statistics computed? How do estimates vary with choice of generalizability model?  相似文献   

略论构建学习型社会中的电大系统建设   总被引：2，自引：0，他引：2  

尹炎 《现代远距离教育》2003,(2):7-9

实现高等教育大众化是我国教育发展战略中的系统工程，电大是构成这项系统工程的重要组成部分，控制系统的决策部门只有科学地划分系统内各于系统的职能和任务，才能使系统处于良性态势。电大在实施网络环境下的现代远程教育中加大了投入，为建立我国现代远程教育公共服务体系奠定了重要的物资基础，应该成为我国现代远程教育公共服务体系的主体。加强和完善电大系统建设是电大本身发展的需要，也是实现我国高等教育大众化的需要，对此，各级电大都有义不客辞的责任和义务。  相似文献   

Gaming personality and game dynamics in online discussion instructions     

Chih-Hsiung Tu  Cherng-Jyh Yen  Laura Sujo-Montes  Gayle A. Roberts 《Educational Media International》2015,52(3):155-172

Gamification is the use of game mechanics to drive game-like engagements and actions. It applies game mechanics, dynamics and frameworks to promote desired learning behaviours. Positive and effective gamification could enhance learning and engage learners in more social and context-rich decision-making for problem-solving in learning tasks. Effective gamification design should understand the game personalities of learners, social engagement styles, and intrinsic- and extrinsic-motivated user styles initially and evaluate and select appropriate game mechanics, game dynamics, to create ideal gamification instructions. The research question this study investigated is: How will four types of gaming personalities (i.e. Explorer, Socialiser, Killer and Achiever) predict the level of game dynamics in online discussion environments? This study concluded that examining how gaming personalities relate to game dynamics in a gamified online discussion instruction is not sufficient to design effective gamification. It suggests future studies in game instructions should focus on the relationships between game dynamics, gamification contexts, gaming personalities or preferences, dynamic gaming engagement styles, etc.  相似文献   

A concept map approach to developing collaborative Mindtools for context‐aware ubiquitous learning     

Gwo‐Jen Hwang  Yen‐Ru Shi  Hui‐Chun Chu 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):778-789

Recent advances in mobile and wireless communication technologies have enabled various new learning approaches which situate students in environments that combine real‐world and digital‐world learning resources; moreover, students are allowed to share knowledge or experiences with others during the learning process. Although such an approach seems to be promising and innovative, researchers have indicated several problems when applying it to practical applications, in particular, the lack of proper strategies or tools to assist the students to learn collaboratively in such a learning scenario with abundant content. Students might feel interested when using the mobile devices to learn; however, without proper assistance or guidance, their learning achievements are usually disappointing. To cope with this problem, this study proposes a concept map‐oriented Mindtool for collaborative ubiquitous learning. Experimental results from a natural science course in an elementary school show that this approach not only enhances learning motivation but also improves the learning achievements of the students.  相似文献   

School‐to‐work transition services for students with disabilities in Malaysia: organisations' views on policy and practices     

Melissa Ng Lee Yen Abdullah  See Ching Mey  Tan Kok Eng  Rosly Othman  Ahmad Fairuz Omar 《Journal of Research in Special Educational Needs》2013,13(4):259-271

Transition services are required by law for students with disabilities in many developed countries. In Malaysia, however, there is still no specific legislation mandating that school‐to‐work transition planning and services be provided to students with disabilities. This study investigated the state of the transition services provided by educational organisations to students with disabilities in Malaysia. A mixed method research design, which utilises both quantitative and qualitative research techniques, was employed to obtain information from 23 government organisations and NGOs involved in the education and training of students with disabilities. This study found that the organisations surveyed were aware of the lack of transition support and call attention to the importance of instituting a national policy on school‐to‐work transition services and supported employment systems for students with disabilities. The legislative and educational implications for Malaysia are discussed.  相似文献   

Analysing peer feedback in asynchronous online discussions: A case study     

Foo  Soon Yen 《Education and Information Technologies》2021,26(4):4553-4572

Education and Information Technologies - Peer feedback is referred to as comments provided by one student to another with the intention to aid their peers’ progress in learning. The responses...  相似文献   

Youth temporalities and the cost of Singapore's educational success     

Yen Yen Joyceln Woo 《Discourse: Studies in the Cultural Politics of Education》2008,29(2):159-178

This article presents a different portrait of Singapore's educational success, using data collected from a qualitative in-depth interview study of a group of Singaporean youths, showing the cost of its education policies in terms of youth subjectivities. How the participants categorise their temporalities, that is, their lived experiences of time, shows how a modernistic temporality geared towards credentialist and materialist goals is regarded as more legitimate than temporalities such as creative becomings, engagement or coevalness. Juxtaposing the discourse of legitimate/illegitimate temporalities against the discourse of education reform, this article defamiliarises the ways in which temporalities are valorised. This article also highlights how, by promoting narrow forms of ‘love’ for the country, and ‘creative’ and ‘critical’ thinking, educational reform can manage subjectivities to accept, rather than contest, existing personal, national, and global realities.  相似文献   

Scaling Performance Assessments: A Comparison of One-Parameter and Two-Parameter Partial Credit Models     

Anne R. Fitzpatrick  Valerie B. Link  Wendy M. Yen  George R. Burket  Kyoko Ito  Robert C. Sykes 《Journal of Educational Measurement》1996,33(3):291-314

In one study, parameters were estimated for constructed-response (CR) items in 8 tests from 4 operational testing programs using the l-parameter and 2- parameter partial credit (IPPC and 2PPC) models. Where multiple-choice (MC) items were present, these models were combined with the 1-parameter and 3-parameter logistic (IPL and 3PL) models, respectively. We found that item fit was better when the 2PPC model was used alone or with the 3PL model. Also, the slopes of the CR and MC items were found to differ substantially. In a second study, item parameter estimates produced using the IPL-IPPC and 3PL-2PPC model combinations were evaluated for fit to simulated data generated using true parameters known to fit one model combination or ttle other. The results suggested that the more flexible 3PL-2PPC model combination would produce better item fit than the IPL-1PPC combination.  相似文献   

Learning online,offline, and in-between: comparing student academic outcomes and course satisfaction in face-to-face,online, and blended teaching modalities     

Shu-Chen Yen  Yafen Lo  Angela Lee  JudelMay Enriquez 《Education and Information Technologies》2018,23(5):2141-2153

The purpose of this study was to conduct a three-way comparison of face-to-face, online, and blended teaching modalities in an undergraduate Child Development course to determine if there were differences in student academic outcomes and course satisfaction across modalities. Student academic outcomes were measured by three examinations, one research paper assignment, and the overall course total grade. Course satisfaction was measured by administering the Student Opinion Questionnaire (SOQ) across the three teaching modalities and the Constructivist On-Line Learning Environment Survey (COLLES) to online and blended modalities. Results indicated that students performed equally well on all three examinations, research paper, and the overall course total grade across three teaching modalities, allaying traditional reservations about online and blended teaching efficacy. The SOQ and COLLES analysis found students from the three modalities were equally satisfied with their learning experiences. A Two-Factor Model identifying Face-to-Face Interaction and Learn on Demand (Flexibility) as factors determining student academic outcomes was proposed. Implications, limitations, and future research direction were discussed.  相似文献   

小麦属的分类     

颜济 《中国科学院研究生院学报》1983,21(3):285-296

 In the present paper, an brief historical account and the comments on the modern taxonomic systems of the genus Triticum L. are made. The author suggests that principles to determine a species be (1) a special type of genome, and (2) reproductive isolation. The principles to determine a subspecies are the special co-type of genome and incomplete reproductive isolation. There are no differences on the level of genome constitution and no reproductive isolation between the varieties or concultivars. According to these principles, the author schemes a taxonomic system of the genus Triticum L. based on biosystematics as follows:      Triticum monococcum L. sensu lat.        subsp. boeoticum (Boiss.) Yen, st. nov.           var. thaoudar (Reut ) Flaksb.           concv. Einkhorn        subsp. urartu (Tum.)Vap.      T. timopheevi Zhuk. sensu lat.           var. araraticum (Jakubz.) Yen, st. nov.      T. zhukovskyi Men. et Er.      T. turgidum L. sensu lat.           var. dicoccoides (Körn. in litt. in Schweinf.) Bowden           concv. (1) Emmer, (2) Durum wheat, (3) Rivet wheat, (4) Polish wheat, (5) Persian wheat.      T. aestivum L. sensu lat.           concv. (1) Tibetian weed wheat, (2) Spelt, (3) Vavilov wheat, (4)  Macha wheat, (5) Yunnan hulled wheat, (6) Winter common wheat, (7) Spring common wheat, (8) Branch-eared wheat, (9) Club wheat, (I0) Indian dwarf wheat, (11) Xinjiang ricewheat.  相似文献