共查询到20条相似文献，搜索用时 31 毫秒
1.
Lorrie A. Shepard Roberta J. Flexer Elfrieda H. Hiebert Scott F. Marion Vicky Mayfield Timothy J. Weston 《Educational Measurement》1996,15(3):7-18
How can performance assessments be used as part of regular instruction? Will this raise student performance on external achievement measures? What aspects of examinee performance improve on the assessment exercises? 相似文献
2.
Lloyd Bond 《Educational Measurement》1995,14(4):21-24
Have advances in testing historically had unexpected consequences? How have African Americans fared on recent performance assessments? How can fairness of performance assessments be ensured? 相似文献
3.
Cognitive-Style Differences in Testing Situations 总被引：1，自引：0，他引：1
Anne-Marie Armstrong 《Educational Measurement》1993,12(3):17-22
Why will multiple-choice tests continue to serve the needs of education, business, and government? How d o differences in cognitive style affect performance on multiple-choice tests of different types? How does clarity and care in writing multiple-choice items affect performance? 相似文献
4.
中小学英语教育发展进程中的问题和建议 总被引：2，自引：0，他引：2
刘道义 《课程.教材.教法》2009,(2)
我国中小学英语教育已经走过30年的发展历程,取得了辉煌的成就。然而还有不少问题尚待解决,比如:中小学英语教育如何应对发展不平衡的国情?评价如何确保教学目标的实现?如何提高中小学英语教育科研水平?课程研制如何进一步加强科学性与民主性?如何进一步搞好课程资源的开发和利用?认识和妥善解决这些问题,有利于我们明确今后努力的方向,以保证基础教育英语课程改革进一步持续和健康地发展。 相似文献
5.
How will the expansion of the concept of construct validity affect validation practice in employment testing? How does the need for consequential validity differ in educational and employment testing? How do the research bases differ for performance assessment in these settings? Are there parallel trends in policies for test use in education and industry? 相似文献
6.
Nancy Burton 《Educational Measurement》1996,15(4):5-9
How has the SAT changed in content and format? Why was it changed? How have changes to the mathematics test affected men's and women's performance? 相似文献
7.
Judy Arter 《Educational Measurement》1999,18(2):30-44
How should we teach prospective teachers about performance assessment? What are the issues and concerns that new teachers will encounter as they begin their teaching careers? How can assessment and instruction be better integrated in classrooms? 相似文献
8.
How generalizable are the results of alternative assessments? How much psychometric evidence d o we have about these approaches? What effects do alternative assessments have on subgroup differences in performance? What are the probable consequences of using alternative assessments? 相似文献
9.
How does the use of computerized adaptive testing affect the performance of students from different groups? How consistent were the results of computerized adaptive and “conventional” tests? What did the students think about the test experience? What advice do the authors have for test developers and users? 相似文献
10.
Why should we take a broader view of assessment theory and research when constructing measures of school achievement? How might we incorporate a learner's awareness of his or her own learning strategies into the assessment process? How could an assessment developer combine the use of psychological constructs and varying contexts for learning in the assessment of competence in mathematics? 相似文献
11.
Sorel Cahan 《Educational Measurement》2000,19(3):26-32
How does schooling affect the development of intelligence in children? How should the amount of schooling be considered when developing norms for turning intelligence test performance into IQ scores? 相似文献
12.
How can knowledge of the development of expertise in a subject area inform the development of assessments in that area? How can one examine the relationship between what is anticipated from a performance assessment and what is actually seen? 相似文献
13.
Samuel Messick 《Educational Measurement》1995,14(4):5-8
What are six distinct aspects of construct validation? How do these aspects apply to performance assessment? Are the consequences of performance assessment on teaching and learning relevant to construct validation? 相似文献
14.
How can we make effective accommodations for nonnative English speakers taking mathematics measures? What kinds of accommodations are useful and what kinds are not? Where does this research need to go in the future? 相似文献
15.
Hong Su 《Educational Measurement》2020,39(3):37-40
Owing to the break-out of the COVID-19 pandemic, students have to take more online learning than offline, and large-scale education assessment programs have to be suspended or postponed. How could education assessment adapt to large-scale online learning? How could the effect and safety of online assessment be improved? What role should formative assessment play in student admissions? How could different assessment results be linked? Reflections on and trends of the Chinese experiences are presented in this article. Based on cross-cultural comparison research, measures to be recommended are as follows: reviewing previous theories, improving existing methods continuously, and developing assessment techniques innovatively according to new application scenarios. 相似文献
16.
Robert M. Guion 《Educational Measurement》1995,14(4):25-27
Is construct validity relevant to performance assessment? Can these assessments allow meaningful comparisons? How can we minimize validity-reducing errors? 相似文献
17.
加强应收账管理,提高企业经济效益 总被引：1，自引：0，他引：1
朱玉劼 《河北能源职业技术学院学报》2007,7(2):48-49
随着市场经济的发展,商业信用的推行,企业应收账款数额明显增多,应收账款的管理已经成为企业管理中日益重要的问题.采用赊销方式交易有利有弊,如何使用赊销这种方式销售商品,加速资金周转,提高企业经济效益.本文从确定适应企业的信用政策、做好应收账款的日常管理工作、完善收账政策、建立坏账准备制度四个方面进行论述,来说明只有通过加强应收账款的管理,从而加速应收账款的收回,使企业的资金能够顺利的循环周转,提高企业的经济效益. 相似文献
18.
Richard M. Jaeger 《Educational Measurement》1995,14(4):16-20
What is judgmental policy capturing? How can it be applied to standard setting with performance assessments? Do judges value some exercises more in setting standards? 相似文献
19.
How can the contributions of raters and tasks to error variance be estimated? Which source of error variance is usually greater? Are interrater coefficients adequate estimates of reliability? What other facets contribute to unreliability in performance assessments? 相似文献
20.
Vaughan P. Houger 《Performance Improvement》2015,54(7):10-18
This article focuses on how program design affects program performance, linking participant motivation to performance. The focus of the article is a study that took place in a nonprofit organization and addressed how to engage volunteers such that they find meaning in the work they do and satisfy the needs of those they serve. Moreover, the findings suggest causal relationships among the variables of program design, leadership, and participant motivation. The article highlights some implications of human motivation on performance improvement. The following questions are addressed: How does a leader evaluate program performance and participant motivation? How does a leader redesign a program so that it maximizes participant performance and elevates intrinsic motivation? It is noted that motivation translates into energy. Energy is what one expends to accomplish a task. That task, once accomplished, can be measured against an expectation. Did what was produced meet or exceed expectations? 相似文献