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1.
ABSTRACTIn the current study, two pools of 250 essays, all written as a response to the same prompt, were rated by two groups of raters (14 or 15 raters per group), thereby providing an approximation to the essay’s true score. An automated essay scoring (AES) system was trained on the datasets and then scored the essays using a cross-validation scheme. By eliminating one, two, or three raters at a time, and by calculating an estimate of the true scores using the remaining raters, an independent criterion against which to judge the validity of the human raters and that of the AES system, as well as the interrater reliability was produced. The results of the study indicated that the automated scores correlate with human scores to the same degree as human raters correlate with each other. However, the findings regarding the validity of the ratings support a claim that the reliability and validity of AES diverge: although the AES scoring is, naturally, more consistent than the human ratings, it is less valid. 相似文献
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Agricultural research is mostly a public undertaking. In Israel, as in many other countries, farmers participate in the finance of research through taxes imposed by farm organizations on the marketed products. Farmers contribution ranges from 8% of research outlay in tomatoes to 79% in cotton. Strength of organization and ease of collection were the major factors affecting this share. In general, as inflation eroded the real value of government's finance, the farmers increased their share.Representatives of farmers' organization participate in the bodies that approve grants to proposed research projects. It was found that the higher the share of farmers' finance the larger the part of short-term research directed at immediate outcomes and the smaller the part of long-term, more basic research.The tendency of the farmers to prefer short-term, applicable research may reflect both their familiarity with practical problems and a comparatively high degree of risk aversion.It is not clear how farmers' participation in the direction of research, which is based on their financial contribution, affects the efficiency of resource allocation to the agricultural sciences. 相似文献
3.
Antonio Dello Iacono Domenico Martone Alessandro Moura Zagatto Yoav Meckel Mahmood Sindiani Mirjana Milic 《Journal of sports sciences》2018,36(1):14-22
This study aimed to investigate the effect of contact (C-SSG) and no-contact (NC-SSG) handball small-sided games (SSGs) on motion patterns and physiological responses of elite handball players. Twelve male handball players performed 10 C-SSG and 10 NC-SSG while being monitored through the heart rate (HR) and rate of perceived exertion (RPE) as physiological responses and time-motion activities profile using video-match analysis. Both game conditions resulted in similar HR responses (P > 0.05), but the NC-SSG led to a higher RPE scores. The time-motion activity analysis featured NC-SSG with a greater amount of walking (855.6 ± 25.1 vs. 690.6 ± 35.2 m) and backward movements (187.5 ± 12.3 vs. 142.5 ± 8.7 m) combined with fast running (232.3 ± 8.5 vs. 159.7 ± 5.7 m) and sprinting (79.5 ± 4.7 vs. 39.7 ± 3.7 m) activities (P < 0.001). Conversely, C-SSG had a higher percentage of jogging and sideway movements associated with greater frequency of jumping (0.87 ± 0.09 vs. 0.31 ± 0.06 nr) and physical contact (1.82 ± 0.55 vs. 0.25 ± 0.03 nr) events (P < 0.001). No between-regimen differences were found for the number of throws (P = 0.745). In addition, the RPE was significantly correlated with fast running relative distances (r = 0.909, P < 0.001) and sprinting relative distances (r = 0.939, P < 0.001). In conclusion, this investigation showed that both C-SSG and NC-SSG in team handball can effectively represent specifically oriented exercises, according to the sport-task and the performance demands. 相似文献
4.
We designed an educational activity for undergraduate students and assessed how this newly-constructed activity promoted students’ argumentation skills, thereby fostering their epistemic beliefs. This argumentation-based learning activity involved digital concept mapping. A quasi-experimental design involved pretests and posttests that were administered to 52 research participants in a group and 61 participants in a control group. Students’ argumentation skills were qualitatively examined by analyzing the structure of their arguments before and after the activity. Their perceptions of the activity and epistemic belief types (from absolutism to evaluativism) were measured with the Epistemic Beliefs Scale and the Concept Mapping for Problem-Based Learning Scale. The designed activity evoked epistemic change toward evaluativism among the students who were enrolled in the activity, whereas nonsignificant results emerged for the control group. However, for both pretest and posttest, the highest score was for Absolutist, followed by Multiplist, and Evaluativist had the lowest mean. The technology-enabled concept-mapping tool supported the research group’s online argumentation design. This tool helped students mainly at the cognitive level to discern between the arguments and better learn the topic. These findings are interpreted in relation to student characteristics.
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6.
Elhanan Gazit Yoav Yair David Chen 《Journal of Science Education and Technology》2005,14(5-6):459-470
This study describes high school students' conceptual development of the basic astronomical phenomena during real-time interactions
with a Virtual Solar System (VSS). The VSS is a non-immersive virtual environment which has a dynamic frame of reference that
can be altered by the user. Ten 10th grade students were given tasks containing a set of observe–explain questions without
mentoring. The findings showed that all participants used the VSS as a visual thinking tool and developed a scientific understanding
of the causes of the day–night phenomena. However, alternative dynamic misconceptions of the Earth–Moon–Sun system emerged
as a result of (1) cognitive difficulty in coordinating visual information from different perspectives; (2) misinterpreting
salient features of the VSS visual representation; (3) ignoring the 3D nature of the Moon's relative motion, together with
incorrect perception of the Moon's and the Earth's relative size and distance; and (4) the inability to mentally shift away
from the Earth's frame of reference. These findings have significant bearing on our understanding of the educational potential
and possible pitfalls of learning via virtual reality environments. The learning should be accompanied by suitable scaffolding
and guided reflection to minimize the emergence of alternative astronomical conceptions. Designing additional navigation tools
would empower the learners' perceptual and cognitive system. 相似文献
7.
Bergner Yoav Mund Shiri Chen Ofer Payne Willie 《Educational technology research and development : ETR & D》2021,69(4):2013-2036
Educational technology research and development - We report on an exploratory effort to design an interest-based learning experience for high school (step) dancers to engage with concepts in... 相似文献
8.
We present a novel approach to teaching astronomy and planetary sciences, centered on visual images and simulations of planetary objects. The basic idea of the Thinking Journey concept is to take the students to other celestial objects as tourists, and to teach science through the observatio of various natural phenomena in these new environments. The power of scientific visualization, through still and dynamic images, makes such a journey an exciting learning experience. The introduction of new technologies (3D animations, virtual reality) greatly enhances the visualization capabilities the teacher can use, allowing him to simulate actual flights over the terrain of other planets and to study them as if observing from a spaceship in orbit. The present program focuses on the study of the Moon and of the planet Mars, by means of observation, interpretation, and comparison to planet Earth. Students learn to recognize geological and atmospheric processes, discuss astronomic phenomena, and discover that the same basic physical laws govern all objects in the solar system. 相似文献
9.
Yoav Bergner Ikkyu Choi Katherine E. Castellano 《Journal of Educational Measurement》2019,56(2):415-436
Allowance for multiple chances to answer constructed response questions is a prevalent feature in computer‐based homework and exams. We consider the use of item response theory in the estimation of item characteristics and student ability when multiple attempts are allowed but no explicit penalty is deducted for extra tries. This is common practice in online formative assessments, where the number of attempts is often unlimited. In these environments, some students may not always answer‐until‐correct, but may rather terminate a response process after one or more incorrect tries. We contrast the cases of graded and sequential item response models, both unidimensional models which do not explicitly account for factors other than ability. These approaches differ not only in terms of log‐odds assumptions but, importantly, in terms of handling incomplete data. We explore the consequences of model misspecification through a simulation study and with four online homework data sets. Our results suggest that model selection is insensitive for complete data, but quite sensitive to whether missing responses are regarded as informative (of inability) or not (e.g., missing at random). Under realistic conditions, a sequential model with similar parametric degrees of freedom to a graded model can account for more response patterns and outperforms the latter in terms of model fit. 相似文献
10.
AbstractThis study examines the American football press coverage in the Times of London from 1888 to November 1910. The time span covers the paper’s first mention of the game to the first game played in England. This period also coincides with increasing anxiety about the strength of the British Empire and unwanted American influences. During this time, athletic contests between the two nations turned into sites for the construction of national identities. Adapting the sport scholar Emma Poulton’s concept of ‘mediated patriot games’, the author argues that the American football coverage of the Times of London could be considered ‘virtual patriot games’, as the absence of domestic American football teams did not allow for direct competition. Two related narrative elements. The stories in the Times framed gridiron football as the pastime of the ‘other’, including translating rules and comparing the merits of rugby and American football. The reports also focused on the American game’s violence, confirming older traditions in British imaginations of America. Advancements in communication technologies, especially the telegraphic wire, were critical for the immediacy with which British readers consumed American sporting news. Contrary to current scholarship, British interpretations of American culture through gridiron football developed much earlier than the post-1970s information age. 相似文献