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自本世纪六十年代开始,目标参照测验越来越受到人们的重视,然而,至今目标参照测验的测量学指标体系尚未建立起来,在对目标参照测验进行设计或者对考试结果进行分析时,仅仅是搬用常模参照测验的统计指标,显然,这是不利于考试科学化的。事实上,两种测验的目的、性质、功用都不相同,其指标体系及每个指标的含义和估计方法也是不应相同的。 相似文献
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一、什么是英语标准化考试考试的种类和名称很多,都是从不同的角度来说的。从解释分数意义的参照标准来说,考试一般可分为三类:(1)常模参照考试;(2)目标参照考试;(3)潜力参照考试。英语标准化考试就是一种单科的常模参照考试,这里所讲的英语是指外语而言,所讲的考试包括测验在内。凡标准化考试都必须提供常模。常模是教育测 相似文献
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基于学校教学常规考试的试卷命制技术 总被引：1，自引：0，他引：1
学校教学中有单元测试、期中和期末考试等常规考试,用以适时检查学生达到教学目标的程度,这些常规考试属于标准参照考试。本文根据新的课程标准,综合相应的理论和实践,对学校教学常规考试从考试的设计方面进行完善,如确定考试的行为目标、不同题型的使用与编写、考试结果的分析等,以促进学校教学,促进教师专业发展。 相似文献
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由于课程考试在性质上有别于常模参照考试,其质量分析与评价的方法和标准也与常模参照考试不尽相同。适用于课程考试的质量分析与评价标准应该在常模参照考试的基础上确定下来,以便更恰当地分析和评价课程考试的质量。 相似文献
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作为有别于常模参照考试的学期段考,这份语文试卷属于典型的标准参照考试.所谓常模参照考试是以测量学生在一个特定群体中的相对水平为目的,而标准参照考试则是以具体的教学目标为标准,测量学生是否达到教学目标以及达成度如何①.因此,这份试卷在提示语中开宗明义地说道:"我们希望通过以下一些题目了解一下你的学习成果和教师的教学成果."这样,学生一拿到试卷就立即处于"考试"和"非考试"之间."考试"毕竟是考试,是对自己这一段的语文素养的检测,还是不可等闲视之;而"非考试"则说明此次测验不是甄别、选拔和从高分到低分的排队,也就没有那么大的心理压力,相对来说可以以平和的心态做题了,容易考出自己的真实水平来了. 相似文献
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目标参照性考试是指以事先制定的教学目标,或者表示完成这一目标的程度的等级分数作为参照标准来解释成绩的一种考试。这种考试强调每一教学阶段的具体而明确的教学目标,强调考试对教学的诊断意义及促进作用,以达到调动教与学的积极性,完成预期教学目标之目的。 相似文献
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刘晓瑜 《华南师范大学学报(社会科学版)》1996,6(6)
本文从标准参照考试与常模参照考试的比较中,指出了标准参照考试的特点,以及标准参照考试的题目编制和题目分析方法,并对标准参照考试的应用提出了若干建议。 相似文献
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目前,初中阶段以考查学生认知能力为主的纸笔考试,主要有中考和每学年的期中、期末考试。本文“行为目标”特指在这类考试中,命题人员针对每一测量目标进行题目设计时所参照的命题标准。正如上海考试院雷新勇先生在其《大规模教育考试：命题与评价》一书中所说：“教育考试的质量标准要求教育考试的每一个测量目标, 相似文献
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Serara Moahi 《Prospects》1992,22(4):441-447
Former National Research Co-ordinator for the IEA Reading Literacy Study; is currently working on the Criterion Referenced Testing programme in Botswana. 相似文献
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With the concurrent emphasis on accountability, prevention, and early intervention, curriculum-based measurement of reading (R-CBM) is playing an increasingly important role in the educational process. This study investigated the differences in diagnostic accuracy and utility between commercial norms and local norms when making high-stakes, local decisions. Scores on Dynamic Indicators of Early Literacy Skills Oral Reading Fluency for 1,374 students in Grades 2 to 5 were used to predict outcomes the Georgia reading achievement test, the Criterion Referenced Competency Tests. Local norms were generated using logistic regression and receiver operator characteristic curve analysis. The generated cut scores were compared to the commercial norms for differences in diagnostic efficiency. The generated cut scores were lower than the commercial norms and had improved diagnostic efficiency. Implications related to educational policy and the use of R-CBM are discussed. 相似文献
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几个英语作文自动评分系统的原理与评述 总被引：8，自引：0，他引：8
本文介绍目前美国在大规模考试和英语教学中最为流行的几个作文自动评分系统的基本原理并对这些系统进行简单的评述。所涉及的系统包括Project Essay Grader(PEG),Intelligent Essay Assessor (IEA),E-rater和Criterion,IntelliMetric和MY Access!,Bayesian Essay Test Scoring System(BETSY)。 相似文献
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Renáta Tichá Christine A. Espin Miya Miura Wayman 《Learning disabilities research & practice》2009,24(3):132-142
The validity and reliability of curriculum‐based measures in reading as indicators of performance and progress for secondary‐school students were examined. Thirty‐five grade 8 students completed reading aloud and maze‐selection measures weekly for 10 weeks. Criterion measures were the state standards test in reading and the Woodcock–Johnson III Test of Achievement. Different time frames for each measure were compared. Most alternate‐form reliability coefficients were above .80. Criterion‐related validity coefficients ranged from .77 to .89. No differences related to time were found. Only maze selection reflected significant growth, with an average increase of 1.29 correct choices per week. Maze growth was related to the reading performance level and to change on the Woodcock–Johnson III from pre‐ to posttest. 相似文献
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The purpose of this study was to examine the validity and reliability of Curriculum-Based Measures in writing for English learners. Participants were 36 high school English learners with moderate to high levels of English language proficiency. Predictor variables were type of writing prompt (picture, narrative, and expository), time (3, 5, and 7 min), and scoring procedure (words written, words spelled correctly, correct word sequences, correct minus incorrect word sequences). Criterion variables were teacher ratings of writing performance and student performance on the Test of Written Language-III, the writing subtest of the Test of Emerging Academic English, and the Minnesota state writing test. Results supported the validity and reliability of a 5 to 7-min writing sample written in response to a narrative or picture prompt and scored for percent of correct word sequences, correct minus incorrect word sequences, or words written plus correct minus incorrect word sequences. 相似文献
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The purpose of this study was to examine the reliability and validity of curriculum-based measures as indicator of growth in content-area learning. Participants were 58 students in 2 seventh-grade social studies classes. CBM measures were student- and administrator-read vocabulary-matching probes. Criterion measures were performance on a knowledge test, the social studies subtest of the Iowa Test of Basic Skills (ITBS), and student grades. Both the student- and examiner-read measures reflected change in performance; however, only the student-read measure resulted in interindividual differences in growth rates. Significant relations were found between the growth rates generated by the student-read vocabulary measure and student course grades, ITBS scores, and growth on the knowledge test. These results support the validity of a vocabulary-matching measure as an indicator of student learning in the content areas. The results are discussed in terms of the use of CBM as a system for monitoring performance and evaluating interventions for students with learning disabilities in content-area classrooms. 相似文献
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The psychometric properties and multigroup measurement invariance of scores across subgroups, items, and persons on the Reading for Meaning items from the Georgia Criterion Referenced Competency Test (CRCT) were assessed in a sample of 778 seventh-grade students. Specifically, we sought to determine the extent to which score-based inferences on a high stakes state assessment hold across several subgroups within the population of students. To that end, both confirmatory factor analysis (CFA) and Rasch (1980) models were used to assess measurement invariance. Results revealed a unidimensional construct with factorial-level measurement invariance across disability status (students with and without specific learning disabilities), but not across test accommodations (resource guide, read-aloud, and standard administrations). Item-level analysis using the Rasch Model also revealed minimal differential item functioning across disability status, but not accommodation status. 相似文献
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运用双剪统一屈服准则,对线性荷载的两种不同分布形式作用下的固支圆板进行了弹塑性分析,分别得出了相应的统一解形式。选择不同的参数。利用本文的解可以得到一系列不同屈服准则下的极限荷载和极限荷载随不同屈服准则的变化曲线。所给出的统一解适用于各种拉压强度相同的材料。文献中已有的Mises解是本文解答的逼近。计算结果表明,应用双剪统一屈服准则可以得出更符合材料性质的极限荷载,可以更好地发挥材料的强度潜力,在工程应用中取得显著的经济效益。 相似文献
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给出了与艾森斯坦因判别法等价的整系数多项式在有理数域上不可约的判定定理,并将艾森斯坦因判别法进行了推广。 相似文献