共查询到20条相似文献，搜索用时 158 毫秒
1.
张冀生 《中国远程教育(综合版)》1993,(3)
在考试科学发展的历程中,逐步建立和完善了两大理论体系,即经典测量理论和题目反应理论.这两种考试理论在应用上各有其长处和不足,下面是我们在应用这两种理论指导考试研究和试题库建设中的一些浅见.两种考试理论体系简介经典测量理论(CMT)是人们对本世纪上半叶提出的真分数、信度、效度等概念模型体系的总称.该理论的一个基本假设是真分数的确定性,该理论认为,每个被测量者对被测量 相似文献
2.
CTT（ClassicalTestingTheary）即经典测度理论，亦称真分数理论，是一种以考试实得分数为前提条件的理论。它萌芽于十七世纪第莫非尔（demoirer）关天测量随机误差服从正态分布的思想，到十九世纪初为斯皮尔曼（spearman）等人的应用和研究所发展，后径几十年的不断实践、改进而得此丰富、完善，使之形成一种具有数十种项目分析指标及评价标准体系的测试理论。它基于真分数在测试所涉范围内的不变性、误差率的随机性、真分数与误差分数之和与观察分数的等同性等假设，进而从理论上推导出确定测试试题各参数的模式：即用被试题上的通过或… 相似文献
3.
应用教育统计评估学生成绩质量,评估考试试卷质量愈来愈被人们所重视,但是由于教育统计概念较多,手工计算麻烦,所以不易普及推广。概括来讲,教育测验质量以及学生学习质量,主要可利用“四度二图”来表示。四度是指效度、区分度、信度、难度。二图是Z管理图及频数直方图。效度Validity是指考试的有效程度。区分度Discrimination表示试题区分不同水平考生的鉴别能力。信度Reliability表示考试的可靠性或一致性。难度Difficulty表示每一道题或考试的难易程度。“四度”在概念上是各有区别的,但是内在有密切的关系,除了难度的计算有区别外,效度、区分度、信度都与相关系数有关系。现在列表举例说明两组数据X、Y相关系数r的计算方法。 相似文献
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5.
冯成火 《宁波大学学报(教育科学版)》1990,(3)
如何提高考试质量,准确评估每个“人”,历来是考试组织者、广大应考者及社会各阶层所关心、探究的问题。作为一门独立学科的教育测量学,从创立至今,已近一个世纪,三、四十年代臻于成熟的试题技术质量分析方法,即真分数理论已成为经典性理论,而七十年代崛起,八十年代初基本趋于成熟的现代测验理论——项目反应理论(Item Response Theory简称IRT)也成了教育测量界目前最为热门的话题。那末,经典测验理论与现代测验理论的 相似文献
6.
关于心理测验理论模式的比较 总被引：1，自引：0，他引：1
真分数理论和项目反应理论是心理测验的两大理论模式。真分数理论主要是估计真分数和实得分数之间关系的；项目反应理论是将被试对单个测验项目的某种反应概率与此项目的一定特征联系起来，项目反应理论可以说是在真分数理论基础上的一种发展，但绝不是真分数理论，两者所建立的理论的基本假设不同，并各有其优势与不足。今天的心理测验就是在这两大理论共存的情况下，互相促进、互相补充，并在此基础之上向更合理、更完善的方向发展 相似文献
7.
理论考试是整个篮球教学工作的重要组成部分。通过理论考试，不仅能促进学生复习巩固和提高已掌握的理论及技、战术知识，同时更利于检查教学效果，以便对学生的成绩作出客观的评定，从中发现问题，力求改进教学方法和手段，提高教学质量，指导教学工作。然而理论考试中的命题又是关键的一环，试题的质量如何，科学性如何，形式是否合理，都将决定着是否能收到较为理想的效果。这里仅就当前篮球理论考试中采用比较普遍的闭卷笔试方法的命题谈一点看法。我们认为，一份质量较高的篮球理论试题必须具备“三度”与“三性”。1试题中的“三度”… 相似文献
8.
一、什么是教育实验研究法
以赫洛克的一项实验研究“评价方式对学生学习的影响”为例。研究的问题是不同的评价方式对学生的学习会产生什么影响。研究中运用心理学和教育学的有关理论,先提出假设：表扬和鼓励比批评和指责更能激发学生的学习动机。为验证这个假设,研究者选取了106名四、五年级的学生为被试,对这些被试先进行一次测验,以测验成绩为基础,将被试分成四个相等的组,让四个组在四种不同的情况下进行难度相等的加法练习,每天15分钟,共进行5天。这四种情况是： 相似文献
9.
教育与心理测量的真分数理论(True Scoyetheory),又称为经典测验理论(Classical test the-ory),它起源于早期高尔顿关于个体差异的测量及皮尔逊关于统计学的工作。1904年,英国心理学家斯皮尔曼把信度概念引入到心理测量中,为真分数理论奠定了基础.后经瑟斯顿等人的工作形成了较完整的体系。真分数理论包括基本假设、信度和效度的基本内容以及相应的方法体系,即题目分析。由于真分数理论建立在比较弱的假设基础上,大部分测验数据能满足这些假设,因些,真分数理论得到了广泛的应用。但是,真分数理论还存在一些严重的局限性。本文旨在探讨真分数理论的局限性。 相似文献
10.
目前在许多地方的高中语文教学中,存在着越来越严重的“高一教学高三化”现象,高三的许多教学内容被及早地“下放”到高一,高一的孩子刚刚告别中考,似乎一转身就要直面高考了。原因在哪儿呢?仔细分析一下多地高一语文的期中、期末试题,就会发现这些题目与高考试题确实有着惊人的相似,题量、题型、考试时间、试题分值,甚至试题难度与高考题都差别不大, 相似文献
11.
Clare Johnson 《Teaching in Higher Education》2013,18(2):215-224
This paper investigates the Quality Assurance Agency and the potential problems in applying its criteria to a Fine Art undergraduate degree programme. Starting with a suspicion that such a generic criteria cannot account for some of the attributes valued in Fine Art, the paper suggests that the QAA strategy needs to be addressed at the level of discourse. In the light of a general discourse of public accountability in Higher Education, I argue that the QAA experience naturalises certain forms of knowledge and marginalises others, some of which pertain in particular to Fine Arts education. In raising questions about what counts as knowledge and which 'skills' count as 'key', I argue that, contrary to appearances, the QAA structure is far from neutral as a measuring strategy. 相似文献
12.
The Dearing Report has given the responsibility for maintaining standards and quality in British higher education to the Quality Assurance Agency (QAA). While this quango may be able to ensure 'threshold' standards, it is more doubtful whether it can help institutions to sustain high academic quality. Nonetheless, the Report has three potentially very significant consequences: it represents another move towards the creation of a national curriculum in higher education, it offers a more restrictive interpretation of university autonomy, and – despite its protestations – represents a threat to the growing diversity of British higher education. The thrust of the article is that the Report has charted an uneasy 'middle way'between market forces and statism in the quest for quality control in higher education. It remains to be seen whether the academic corporatism represented by the QAA can resist the pressures of the state and the market. 相似文献
13.
In this paper we analyse the extent to which the quality of teaching and research inputs, as measured by Quality Assurance Agency (QAA) and Research Assessment Exercise (RAE) scores, can account for variations in the employability of taught postgraduates. Pooling data from the 1997, 1998 and 1999 First Destinations Surveys we estimate regression equations for male and female UK postgraduates. Our results suggest that the lack of direct financial rewards associated with a higher QAA score may have persuaded many institutions to adopt a ‘threshold’ approach to Subject Review. However, the impact of RAE score suggests that students in institutions with a stronger research culture do have enhanced levels of employability. This is in line with the strong emphasis on active research input mandated by many professional bodies at the postgraduate level. When considered alongside recent policy pronouncements, this suggests that many institutions choosing to become teaching‐only, may ultimately risk becoming undergraduate‐only. 相似文献
14.
1997年英国成立了高等教育质量保证署（QAA）,向英国高等教育提供质量保障服务。QAA初期的工作主要是进行延续审查和学科评估,2002年改革后则采用院校审查的方式来进行评估。QAA的建立与发展过程正是英国高等教育外部质量保障机制不断完善的过程,也是其从注重外部质量保障到注重建立有效的内部质量保障的过程。 相似文献
15.
莫晓红 《南宁师范高等专科学校学报》2003,20(1):30-32
虚概念是在历史上或当下客观世界中不存在相应对象的概念；虚概念既有内涵，也有外延；真假只是命题的特性，概念无真假之分，假命题与虚概念不能混同。 相似文献
16.
英国大学教学质量内部评估制度研究——以伦敦经济学院为例 总被引：1，自引：0，他引：1
高耀丽 《南阳师范学院学报》2008,7(7):70-74
英国高等教育质量保障署自实施制度评估以来,开始重点审查大学保证教学质量和授予学位标准的内部评估体系,在此背帚下,英国大学的内部评估制度逐渐建立和完善起来。本文以伦敦经济学院为例,对英国大学教学质量内部评估的目的、内容、评估小组的人员构成及作用、评估过程等进行研究,以期对我国高校建立教学质量内部评估制度提供借鉴和启示。 相似文献
17.
吴坚 《贵阳学院学报(社会科学版)》2004,(4)
语义悖论是无论假设其真还是假设其假都不能成立的命题 ,就此意义而言 ,可称之为“不真不假命题”。除了具有悖论性质的“不真不假命题” ,还存在着具有半悖论性质的“不真命题”和“不假命题”。对于不真命题和不假命题 ,应该采取与对不真不假命题同样的态度。语言层次论能消除不真不假命题那样的语义悖论 ,同样也能消除不真命题和不假命题那样的半语义悖论 相似文献
18.
王跃平 《徐州师范大学学报(哲学社会科学版)》2003,29(3):153-156
就必要条件假言命题的汉语表达式及其分类、判定真假依据、负命题的等值式，以及以此类命题作前提的反三段论等问题，作出了全新的探讨。归纳出16种汉语表达式，并加以分类；认为：必要条件假言命题的真假只能依据其前、后件之间客观上是否具有必要条件关系之标准来判定；认为p←q实即→p→□→q，其否定式是“→p∧→□→q”，而不是“→p∧q”；揭示了必要条件反三段论的内涵、逻辑结构，并给出了它的有效推理式。 相似文献
19.
Iyad Dkeidek Rachel Mamlok-Naaman Avi Hofstein 《International Journal of Science and Mathematics Education》2011,9(6):1305-1331
In order to cope with complex issues in the science–technology–environment–society context, one must develop students’ high-order
learning skills, such as question-asking ability (QAA), critical thinking, evaluative thinking, decision-making, and problem-solving
capabilities within science education. In this study, we are concerned with evaluating the effect of student–teacher interaction—which
is regulated by culture and traditions—on the QAA in science classroom in general and, specifically in our case, in chemistry
laboratory classroom. We take Arab and Jewish sectors that are according to the literature different in their culture and
tradition, as a model for our investigation. Specially developed and validated tools, including a novel practical test and
an adapted article followed by a questionnaire for evaluating QAA, were administered to the research student population, and
the responses were analyzed quantitatively. Observations were conducted in order to better understand the quantitative results
that we got. Our findings indicate that there was a difference in the QAA between the 2 sectors. According to our findings,
we assume that cultures, tradition, norms, social structure, modes of living, and related factors play a significant role
as far as the development of students’ QAA and apparently any intended attempt targeting the QAA paradigm shift must take
into consideration the multicultural context within which it is to be implemented. 相似文献
20.
Rogerr Brown 《Higher Education Quarterly》2000,54(4):323-342
In August 1997 the new Quality Assurance Agency for Higher Education (QAA) took over the quality assurance functions of the Higher Education Quality Council (HEQC) and the Higher Education Funding Councils (HEFC). Just over two years later the QAA has announced the final important details of the new ‘Quality Framework’ which will operate in England and Northern Ireland from 2002 (in Scotland it will operate from the start of the 2000/01 academic year, the present time scale in Wales is uncertain). This article first describes the historical background to the new framework. It then outlines its main features. The main part of the article assesses the new framework against a number of ‘quality criteria’ derived from study of various external quality assurance regimes. The article raises questions in particular about the complexity and feasibility of the new framework and its ability in practice to produce reliable and consistent outcomes and about the extent to which it will accommodate increasing diversity of institutional mission and practice. It concludes that the QAA will face very considerable challenges in making the new framework effective and suitable to the rapidly changing nature of the provision it seeks to regulate. 相似文献