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《海南广播电视大学学报》2017,(3):150-153
模糊判断矩阵的一致性有两种定义,一种是将满足加性传递性的模糊判断矩阵称为一致性判断矩阵,另一种是将满足乘性传递性的模糊判断矩阵称为一致性判断矩阵,在这两种一致性意义下研究模糊判断矩的排序问题,各给出一种排序计算方法,并用实例验证了方法的有效性。 相似文献
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研究了语言判断矩阵的加性一致性及方案排序问题.在给出有关语言判断矩阵和模糊互补判断矩阵的概念的基础上,提出语言判断矩阵的加性一致性的定义,然后通过引进导出矩阵将语言判断矩阵转换为数值判断矩阵.通过判定现有的数值判断矩阵的一致性方法.对导出矩阵进行一致性判断,得到给予语言判断矩阵的一致性的判定方法,最后通过一个算例说明文中提出的分析方法. 相似文献
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研究了语言判断矩阵的加性一致性及方案排序问题．在给出有关语言判断矩阵和模糊互补判断矩阵的概念的基础上,提出语言判断矩阵的加性一致性的定义,然后通过引进导出矩阵将语言判断矩阵转换为数值判断矩阵．通过判定现有的数值判断矩阵的一致性方法,对导出矩阵进行一致性判断,得到给予语言判断矩阵的一致性的判定方法,并将此方法应用到群决策中．最后给出算例说明了文中提出的分析方法． 相似文献
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以人教版高中物理教材必修1的习题为研究对象,应用韦伯的一致性工具,研究了物理必修一教材习题与课程标准在知识种类一致性、知识深度一致性、知识广度一致性、知识分布平衡性4个维度的匹配程度,发现在不同维度上的一致性有所差异. 相似文献
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研究者需要判断自己的表述是否再现了研究过程中所有部分、方面、层次和环节之间的协调性、一致性和契合性。研究效度的检验包括诠释学的理解和解释循环、研究参与者检验、同伴检验等。研究者是有限的人。意识到这一点就是意识到我们在判断标准和效度方面是有限的，关键在于审慎思考和真诚的理解与沟通。 相似文献
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课程的易理解性是现代课程产品的核心特征之一,却被学界忽略了。对于易理解性高的课程,教师仅仅通过课程本身提供的信息,不需要反复揣摩和研讨,便可以准确理解课程精神。一门易理解性高的课程应该提供课程目标的清晰表征,提供课程内在一致性和课程产品的合理性说明以及提供课程使用指南。本文从这些特征出发,分析并阐明了课程开发技术化是提高课程易理解性的必由之路。知识建模技术是课程开发的核心技术之一,它是提高课程易理解性的关键,因为知识建模图是清晰表征课程目标、课程的知识抽取、合理组织课程知识、检验课程内在一致性、检验课程合理性以及课程备选教学设计案例合理性的基础。 相似文献
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通常的模糊判断矩阵并非是一致性的，而构造一致性模糊判断矩阵一直是多目标决策中的难点。章采用最小平方法一致性逼近于模糊判断矩阵，建立一个有约束的纯量优化模型，通过拉格朗日乘子法求解，得出构造的完全一致性模糊判断矩阵，同时给出一种方案排序方法。最后给出一个军事上的应用。 相似文献
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Norman L Webb 《教育实用测度》2013,26(1):7-25
Abstract A process for judging the alignment between curriculum standards and assessments developed by the author is presented. This process produces information on the relationship of standards and assessments on four alignment criteria: Categorical Concurrence, Depth of Knowledge Consistency, Range of Knowledge Correspondence, and Balance of Representation. Five issues are identified—but not resolved—that have arisen from conducting alignment studies. All of these issues relate to making a decision about what alignment is good enough. Pragmatic decisions have been made to specify acceptable levels for each of the alignment criteria. The assumptions are described. The issues discussed arise from a change in the underlying assumptions and from considering variations in the purpose for an assessment. The existence of such issues reinforces that alignment judgments have an element of subjectivity. 相似文献
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Andrew T. Roach Dawn McGrath Corinne Wixson Devadrita Talapatra 《Educational Measurement》2010,29(1):25-37
This article describes an alignment study conducted to evaluate the alignment between Indiana's Kindergarten content standards and items on the Indiana Standards Tool for Alternate Reporting. Alignment is the extent to which standards and assessments are in agreement, working together to guide educators' efforts to support children's learning and development. The alignment process in this study represented a modification of Webb's nationally recognized method of alignment analysis to early childhood assessments and standards. The alignment panel (N = 13) in this study consisted of early childhood educators and educational leaders from all geographic regions of the state. Panel members were asked to rate the depth of knowledge (DOK) stage of each objective in Kindergarten standards; rate the DOK stage for each item on the ISTAR rating scale; and identify the one or two objectives from the standards to which each ISTAR item corresponded. Analysis of the panel's responses suggested the ISTAR inconsistently conformed to Webb's DOK consistency and ROK correspondence criteria for alignment. A promising finding was the strong alignment of the ISTAR Level F1 and F2 scales to the Kindergarten standards. This result provided evidence of the developmental continuum of skills and knowledge that are assessed by the ISTAR items . 相似文献
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Jerome V. D'Agostino Megan E. Welsh Adriana D. Cimetta Lia D. Falco Shannon Smith Waverely Hester VanWinkle 《教育实用测度》2013,26(1):1-21
Central to the standards-based assessment validation process is an examination of the alignment between state standards and test items. Several alignment analysis systems have emerged recently, but most rely on either traditional rating or matching techniques. Little, if any, analyses have been reported on the degree of consistency between the two methods and on the item and objective characteristics that influence judges' decisions. We randomly assigned judges to either rate item-objective links or match items to objectives while reviewing the 2004 Arizona high school mathematics standards and assessment. Across items we found moderate convergence between methods, and we detected apparent reasons for divergently scored items. We also found that judges relied on item and objective content and intellectual skill features to render decisions. Based on our evidence, we contend that a thorough alignment analysis would involve judges using both rating and matching, while focusing on both content and intellectual skill. The findings have important implications for states when examining the alignment between their standards and assessments. 相似文献
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States have moved rapidly over the past 20 years to institute systems of standards and assessments. State assessments in particular take on added importance at the high school level as they are required for graduation by an increasing number of states. Federal legislation mandating testing in high school also serves to increase the stakes and impact of state exams. Many states are also using high school exams for postsecondary purposes, although the content and criterion validity of these exams in relation to students' post-high school pursuits is not well documented. Though no state exam was developed with the express intent of aligning specifically with postsecondary education, it is nonetheless important to understand this linkage given the wide-ranging use of high school exams across the country. This study analyzed the content of state tests relative to a set of standards that identify knowledge and skills necessary for success in entry-level university courses. A total of 60 math and English assessments from 20 states were analyzed along a number of alignment dimensions. Exams were found to be moderately aligned with a subset of the university standards, but in an uneven fashion. English exams were somewhat more aligned than math exams, but math exams had high alignment in some specific standard areas, and English exams aligned poorly or not at all in areas requiring higher order thinking. In the future, states using high school exams for postsecondary purposes may want to examine the content of state standards and exams to determine their relationship to college-readiness criteria. 相似文献
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The tension between criterion-referenced and norm-referenced assessment is examined in the context of curriculum planning and assessment in outcomes-based approaches to higher education. This paper argues the importance of a criterion-referenced assessment approach once an outcomes-based approach has been adopted. It further discusses the implementation of criterion-referenced assessment, considering to what extent the criteria and standards adopted are implicitly norm referenced. It introduces a compatible interpretation of criterion-referenced and norm-referenced assessments in higher education, and illustrates how their combined use can avoid grade inflation and also provide useful information to educators, employers and learners. Instead of seeing criterion referencing and norm referencing as a dichotomy, assessment in higher education benefits from their synthesis through a feedback loop that emphasises alignment between learning and assessment; such feedback and alignment are essential features of quality assurance and enhancement. 相似文献
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The use of assessment results to inform school accountability relies on the assumption that the test design appropriately represents the content and cognitive emphasis reflected in the state's standards. Since the passage of the Every Student Succeeds Act and the certification of accountability assessments through federal peer review practices, the content validity arguments supporting accountability have relied almost exclusively on the alignment of statewide assessments to state standards. It is assumed that if alignment does not hold, the scores will not provide valid inferences regarding the degree to which test takers have performed. Although alignment results are commonly used as evidence of test appropriateness, Polikoff (this issue) would argue that given the importance of alignment in policy decisions, research related to alignment is surprisingly limited. Few studies have addressed the adequacy of alignment methodologies and results as support for the inferences to be made (i.e., proficient on state standards). This paper uses an example of test taker performance (and common performance indicators) to investigate to what extent the degree of alignment impacts inferences made about performance (i.e., classification into performance levels, estimates of student ability, and student rank order). 相似文献
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美国"学习质量改进项目"认证分析及其启示 总被引：2，自引：0，他引：2
通过分析美国高等教育中北区域认证委员会“学习质量改进项目”认证方式中的评估指标,同时,比较中国普通院校评估所使用的评估指标,提出问题。高校评估的重要目的是通过评估促使高校内部质量保证体系的建立。 相似文献
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Ernest Oluwole Pratt 《Journal of Personnel Evaluation in Education》2002,16(3):175-190
Teacher Work Sample Methodology has been described as an alternative means/set of procedures for assessing teacher effectiveness in producing student learning that are more authentic than traditional means of teacher certification. To investigate the degree to which the methodology aligns with state/national standards, 50 work samples produced by student teachers at Western Oregon University between fall 1991 and spring 1999 were analyzed to determine: (1) the efficiency of Teacher Work Sample Methodology in moving state and national standards, for example, the NCTM standards, into the classroom; and (2) the extent to which Teacher Work Sample Methodology promotes alignment of standards, content, instruction and assessments of instruction. The research found that a majority of the student teacher work samples demonstrated weak alignment or no alignment between stated instructional objectives and selected NCTM Curriculum and Evaluation Standards (Problem Solving, Communication, Reasoning, and Connections). However, in most of the work samples, more than half of the pre/post-assessment methods (performance, knowledge) were aligned with the instructional objectives. 相似文献