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＂普通话水平测试测查应试人的普通话规范程度、熟练程度,认定其普通话水平等级,属于标准参照性考试＂。近年来,师范教育类学生普通话水平测试成绩有所下降,通过深度思考和理性分析,找出成绩下降的主要原因,提出师范生普通话水平测试成绩提升的具体策略。 相似文献
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本文以亳州方言区考生普通话水平为考察对象,调研分析了亳州地区考生普通话水平测试的现状,探讨了普通话测试成绩不理想的原因,并指出推广普通话和提高普通话测试成绩的策略,以帮助亳州方言区考生更好地学习普通话,提升普通话的运用能力和水平。 相似文献
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贾淑云 《教育前沿(综合版)》2014,(11)
计算机辅助普通话水平测试标志着普通话测试工作进入了一个新的阶段,是测试手段现代化的一次跨越式的发展。文章针对计算机辅助普通话水平测试新形势下出现的测试新问题,提出了教学与培训应有针对性地教学内容,提高测试员的测试能力、转变角色,加强应试人的应试技巧指导等改革措施,以期提高普通话水平测试效能与应试人的语言素质和测试成绩。 相似文献
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沈晓峰 《湖州职业技术学院学报》2010,8(2):47-49
普通话水平测试是语言文字工作的重要环节,但随着工作的深入,实施普通话水平测试工作的信息化管理已日显迫切。特别是普通话水平测试的报名、抽签、测试、成绩查询等方面的工作,采取信息化技术进行管理,将有助于普通话水平测试工作的科学化、规范化和精细化。 相似文献
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立足应试人,营造良好的普通话水平测试氛围 总被引：1，自引：0，他引：1
赵伶俐 《安顺师范高等专科学校学报》2002,4(2):20-21,25
在进行普通话水平测试时,改善测试环境,是改善应试人的心理,提高普通话水平测试成绩的一个行之有效的方法.作者结合几年来参加普通话水平测试工作的经验,就良好的测试环境对提高应试者测试成绩的重要性及如何营造良好的测试氛围进行论述. 相似文献
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在进行普通话水平测试时,改善测试环境,是改善应试人的心理,提高普通话水平测试成绩的一个行之有效的方法.作者结合几年来参加普通话水平测试工作的经验,就良好的测试环境对提高应试者测试成绩的重要性及如何营造良好的测试氛围进行论述. 相似文献
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测前培训可以使应试人熟悉测试内容、测试要求、测试程序和测试纪律 ,有助于提高应试人普通话水平 ,是提高普通话水平测试成绩的重要环节 相似文献
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苏濛 《黑龙江教育学院学报》2014,(10):151-153
普通话水平测试中常见的语音错误和语音缺陷影响了考生的测试成绩。因此,有必要统计分析一些强势语音错误和语音缺陷,并探究如何去纠正这些问题,以期有效地提高普通话的水平,使考生取得比较理想的普通话水平等级。 相似文献
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付朝霞 《中国教育技术装备》2012,(12):59-61
普通话水平智能测试,使测试工作更加科学化、规范化和标准化。普通话智能测试在各个测试机构的实践,大大提高了普通话水平测试的效率和质量。对普通话智能测试进行成绩分析,对易错声母进行总结,提出相应的应试策略及教师的相关职责和对教学工作的改进要求。 相似文献
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《Educational Assessment》2013,18(2):153-173
This study assessed the degree to which computer-based administration contributes to test performance differences among examinees. Inexperienced or anxious computer users answered computer-based reading and mathematics questions from a new teacher licensing test. They also answered paper-and-pencil analogues of these questions. While taking the computer-administered tests, half of the examinees had access to on-line familiarization materials only; the other half had additional help from a test supervisor. Results showed that (a) extra assistance from a test supervisor did not have a noticeable effect on test performance, (b) performance on test sections administered later during the session showed no evidence of improvement from practice on earlier sections, (c) most of the variation in performance on the computer-administered tests was explained by performance on the paper-and-pencil analogues rather than by attitudes toward computers or experience with them, and (d) examinees were more positive about the computer-based tests after testing than before. The conclusion was that on-line test familiarization proved adequate for the anxious/inexperienced computer users in the study and that computer-based test administration did not unduly affect examinee performance. The implications of the study are discussed with respect to evaluating new and emerging alternative modes of assessment. 相似文献
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Richard F. Clevenstine 《科学教学研究杂志》1987,24(8):699-712
This article focuses on the practical use of Bloom's Taxonomy of Educational Objectives. The current status of analyzing and classifying test items and behavioral objectives was examined in this study. Specifically, the purpose of this study was to analyze and classify the ISIS minicourse performance objectives and criterion-referenced test items according to Bloom's cognitive Taxonomy in order to determine what levels of cognition the ISIS instructional materials are directed. The performance objectives and test items of thirty-three ISIS minicourses and criterion-referenced tests were collected and classified. Four research questions were posed in the study. The findings indicate that ISIS minicourse test items and performance objectives are written primarily at the Knowledge and Comprehension levels. The ISIS instructional materials reflect low percentages of upper cognitive level test items and performance objectives. Based upon the use of a chi-square analysis, twenty-four of the ISIS minicourses and tests demonstrate a positive congruence between their performance objectives and criterion-referenced test items. Nine ISIS minicourses were found to demonstrate a negative relationship between their performance objectives and test items. Implications and Recommendations based on the findings of the studies are provided. 相似文献
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Christiane Penk Dirk Richter 《Educational Assessment, Evaluation and Accountability》2017,29(1):55-79
Since the turn of the century, an increasing number of low-stakes assessments (i.e., assessments without direct consequences for the test-takers) are being used to evaluate the quality of educational systems. Internationally, research has shown that low-stakes test results can be biased due to students’ low test-taking motivation and that students’ effort levels can vary throughout a testing session involving both cognitive and noncognitive tests. Thus, it is possible that students’ motivation varies throughout a single cognitive test and in turn affects test performance. This study examines the change in test-taking motivation within a 2-h cognitive low-stakes test and its association with test performance. Based on expectancy-value theory, we assessed three components of test-taking motivation (expectancy for success, value, and effort) and investigated its change. Using data from a large-scale student achievement study of German ninth-graders, we employed second-order latent growth modeling and structural equation modeling to predict test performance in mathematics. On average, students’ effort and perceived value of the test decreased, whereas expectancy for success remained stable. Overall, initial test-taking motivation was a better predictor of test performance than change in motivation. Only the variability of change in the expectancy component was positively related to test performance. The theoretical and practical implications for test practitioners are discussed. 相似文献
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本研究应用项目反应理论,从被试的阅读能力值和题目的难度值这两个方面,分析阅读理解测试中多项选择题命题者对考试效度的影响。实验设计中,将两组被试同时施测于一项“阅读水平测试”,根据测试结果估计出的两组被试能力值之间无显著性差异。再次将这两组被试分别施测于两位不同命题者所命制的题目,尽管这些题目均产生于相同的阅读材料,且题目的难度值之间并没有显著性差异,被试的表现却显著不同。Rasch模型认为,被试表现由被试能力和试题难度共同决定。因此,可以推测,这是由于不同命题者所命制的题目影响了被试的表现,并进而影响了使用多项选择题进行阅读理解测试的效度。 相似文献
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This article describes a series of studies performed with the National Teacher Examinations which were designed to study the relationship between the cultural content of special sets of general culture test items and the performance of blacks and whites on these experimental items. Significant differences between the performance of blacks and whites were found in terms of black, modern, and traditional test items. A replication of the study with the same test items, and also with a different group of test items, is also described. 相似文献
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通过运用三种目标结构语法性不同的口头诱导模仿卷,测试了92名英语专业本科学生英语语法知识的内化程度,以及隐性语法知识和英语水平的关系。统计分析表明,学习者的隐性语法知识并不理想,各组之间的差异明显,隐性语法知识与英语水平呈正相关关系。 相似文献
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施雅俐 《湖州师范学院学报》2012,34(3):111-115
通过实验考查了文章类型(叙述文和说明文)和考题类型(选择式和填空式)对二语完形填空测试成绩的影响,以及这种影响是否会受到不同题目性质(意义类和形式类)的调节作用。实验结果表明:总体上,文章类型、考题类型及两者交互作用均对成绩有显著影响;对于意义类题目,两个变量及其交互作用均对成绩有显著影响;对于形式类题目,文章类型和考题类型有显著影响,而其交互作用无显著影响。 相似文献
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This empirical study was designed to determine the impact of computerized adap- tive test (CAT) administration formats on student performance. Students in medical technology programs took a paper-and-pencil and an individualized, computerized adaptive test. Students were randomly assigned to adaptive test administration for- mats to ascertain the effect on student performance of altering: (a) the difficulty of the first item, (b) the targeted level of test difficulty, (c) minimum test length, and (d) the opportunity to control the test. Computerized adaptive test data were analyzed with ANCO VA. The paper-and.pencil test was used as a covariate to equalize abil- ity variance among cells. The only significant main effect was for opportunity to control the test. There were no significant interactions among test administration formats. This study provides evidence concerning adjusting traditional computer- ized adaptive testing to more familiar testing modalities. 相似文献
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This paper investigates the relationship between personality traits in adolescence and performance in high school using a large and recent cohort study. In particular, we investigate the impact of locus of control, self-esteem, and work ethics at age 15, on test scores at age 16, and on subject choices and subsequent performance at age 17–18. In particular, individuals with external locus of control or with low levels of self-esteem seem less likely to have good performance in test scores at age 16 and to pursue further studies at 17–18, especially in Mathematics or Science.We use matching methods to control for a rich set of adolescent and family characteristics and we find that personality traits do affect study choices and performance in test scores – particularly in Mathematics and Science. We explore the robustness of our results using the methodology proposed by Altonji, Elder, and Taber (2005) that consists of making hypotheses about the correlation between the unobservables that determine test scores and subjects’ choices and the unobservables that influence personality. 相似文献
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Hossein Karami 《Asia Pacific Education Review》2013,14(3):435-444
There has been a growing consensus among the educational measurement experts and psychometricians that test taker characteristics may unduly affect the performance on tests. This may lead to construct-irrelevant variance in the scores and thus render the test biased. Hence, it is incumbent on test developers and users alike to provide evidence that their tests are free of such bias. The present study exploited generalizability theory to examine the presence of gender differential performance on a high-stakes language proficiency test, the University of Tehran English Proficiency Test. An analysis of the performance of 2,343 examinees who had taken the test in 2009 indicated that the relative contributions of different facets to score variance were almost uniform across the gender groups. Further, there is no significant interaction between items and persons, indicating that the relative standings of the persons were uniform across all items. The lambda reliability coefficients were also uniformly high. All in all, the study provides evidence that the test is free of gender bias and enjoys a high level of dependability. 相似文献