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1.
Three applications of computerized adaptive testing (CAT) to help solve problems encountered in educational settings are described and discussed. Each of these applications makes use of item response theory to select test questions from an item pool to estimate a student's achievement level and its precision. These estimates may then be used in conjunction with certain testing strategies to facilitate certain educational decisions. The three applications considered are (a) adaptive mastery testing for determining whether or not a student has mastered a particular content area, (b) adaptive grading for assigning grades to students, and (c) adaptive self-referenced testing for estimating change in a student's achievement level. Differences between currently used classroom procedures and these CAT procedures are discussed. For the adaptive mastery testing procedure, evidence from a series of studies comparing conventional and adaptive testing procedures is presented showing that the adaptive procedure results in more accurate mastery classifications than do conventional mastery tests, while using fewer test questions. 相似文献
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操作系统原理是计算机相关专业的基础课,虽然各高校都配置了相应的实验装置和配套设施,但是效果不佳。学生只是单纯地对实验进行验证,对课程中的理论一知半解。针对这一问题,在教学中利用知识可视化技术改革教学不仅能提高学生的学习积极性,而且能加深学生对理论知识的理解。 相似文献
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在基于Client/Server结构模式下,介绍学生成绩管理系统实现的一种方法,通过对学生成绩的计算机管理,提高教学管理部门的工作效率. 相似文献
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高等学校学生体育信息处理系统的研制,是学校体育学与计算机软件科学开发的结合,是应用计算机对信息处理的快速、准确,来解决体育教学评价中学生信息处理的众多繁杂问题,提高工作效率,方便教师对学生信息进行管理和存档。 相似文献
5.
Mark Grabe 《Contemporary educational psychology》1982,7(4):327-333
The mastery method of instruction stresses the importance of student effort to a much greater degree than a traditional approach. Mastery advocates believe that a student can compensate for lower ability through greater persistence. This research attempted to develop variables which quantify a student's willingness to engage in appropriate effort and to relate these variables to student achievement. It was possible to demonstrate that the effort variables accounted for differences in student achievement beyond the impact of differences in student aptitude. Use of this method of assessing effort is urged in more diverse educational settings. 相似文献
6.
Bill G. Aldridge 《科学教学研究杂志》1983,20(1):1-17
Prior research on mastery learning has examined relationships between achievement and time on task, motivation variables, as well as the effects of prior learning. One can show that the results of prior research lead to certain requirements on a model for mastery learning. This article uses those requirements to develop a mathematical model for mastery learning. This model includes measures of a motivational factor and of the specific ability of a learner with respect to the content being learned. The model also contains a variable to reflect prior learning. The model has been developed to include a computer program which accepts student data and from which predictions can be made and tested. Assumptions and limitations of the model are discussed, and some research questions are raised. In most respects the model proposed in this article is susceptible to the same tests and refinements as an empirical law in the physical or life sciences. 相似文献
7.
李可 《山西广播电视大学学报》2008,13(2):16-17
学校的教学实践中,计算机、投影仪等多媒体教学手段的使用日益普及,它在提高学生的学习兴趣,培养学生的创造性的思维,启迪学生创造性的想象力等方面发挥了重要的作用.但是我们也应该正确地使用它,克服其中的一些弊端. 相似文献
8.
The purpose of this study was to develop a standard‐setting method appropriate for use with a diagnostic assessment that produces profiles of student mastery rather than a single raw or scale score value. The condensed mastery profile method draws from established holistic standard‐setting methods to use rounds of range finding and pinpointing to specify cut points between performance levels. Panelists are convened to review profiles of mastery and specify cut points between performance levels based on the total number of skills mastered. Following panelist specification of cut points, a statistical method is implemented to smooth cut points over grades to decrease between‐grade variability. Procedural evidence, including convergence plots, standard errors of pinpointing ratings, and panelist feedback, suggest the condensed mastery profile method is a useful and technically sound approach for setting performance standards for diagnostic assessment systems. 相似文献
9.
文章论述了目前大学计算机基础课程的教学思路与方法,就如何提高教学效果、培养学生的应用能力,对大学计算机教学模式提出了一些切实可行的探索方法.从教学目标、教改指导思想、新的教学模式的组成等几个方面论述了教学思路与方法,力争提高计算机基础课程的教学质量和教学效果. 相似文献
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PLATO?a teaching machine developed during the past nine months at the Coordinated Science Laboratory of the University of Illinois?is a device for teaching a number of students individually by means of a single, central, high-speed general-purpose digital computer. Each student is provided with his own keyset and television display. The keyset enables the student to control the sequence of materials presented to him by the machine, as well as to transmit to the computer answers to its questions. The computer communicates to each student by closed circuit television. It selects slides and writes or erases sentences and diagrams on a storage tube. These two outputs are superimposed and displayed on the student's television screen. Not only are textual materials presented to each student at a rate determined by that student, but the computer frequently poses questions. The student's answers?which may take the form of numerals, algebraic expressions, or words and phrases ?are judged by the computer without revealing the correct answer to the question. Supplementary material is presented by the machine upon request for any question which the student finds difficult. The computer keeps detailed records of each student's progress through the material. Though a two-student version of PLATO is now in operation, the paper describes in detail an earlier one-student system. The system has been used to present a variety of subject matters, ranging from mathematics to topics in French grammar. 相似文献
13.
This paper presents the application of decision-theoretic technique to computer-based tutoring system for elementary mechanics. The technique uses sound probabilistic reasoning and a student model to identify learner's misconception(s). Bayesian belief networks are the building blocks of the student model. The probability values in Bayes' nets are provided by teacher and are based on her judgement, but may be substituted with actual statistics. Evidence on student's mastery of concepts is obtained through her responses to appropriately selected items. Subsequently, Rasch one-parameter model is used to calibrate the item and person parameters (also known as difficulty and ability indices, respectively). The system is able to provide teacher with information for fine-tuning her pedagogical instructions and guide her in coaching students. It is also able to provide students with immediate feedback to improve their proficiencies and ultimately their grades. 相似文献
14.
Ruibei Bai Yuting Ma Yiyao Liu Baoshan Zhang Abida Rasool 《Psychology in the schools》2019,56(6):891-906
The purpose of this study was to explore the relationship between cellphone use and achievement goals in junior high school students. The participants were 282 students randomly selected from a secondary school in Xi'an, China. The Frequency of Cellphone Use Questionnaire and the Achievement Goal Questionnaire were used as measurement tools. The results showed that cellphone use at Time 1 (T1) was significantly associated with performance goals orientation and with mastery goals orientation at both times; cellphone use at Time 2 (T2) was not correlated with performance goals orientation or mastery goals orientation at T1. The cross‐lagged analysis showed a negative causal relationship between the frequency of cellphone use and mastery goals but no causal relationship between the frequency of cellphone use and performance goals. These results may be helpful for guiding adolescents to reduce cellphone use, pay attention to the mastery of knowledge, and establish mastery goals. 相似文献
15.
高校计算机文化课考核方法的探讨 总被引：1，自引：0，他引：1
计算机化课是一门应用技术学科，仅凭学期末的一张答卷，并不能完全检测出学生的实际能力。本对高校计算机化课的考核方法进行了探讨，目的在于在计算机化课的教学和考核过程中，加强素质教育，培养具有创新精神的人才。 相似文献
16.
喻滨 《赣南师范学院学报》1999,(4)
高品位是国家教委对《大学语文》课教学定下的一个基本目标原则,在当前的教学实施中,它面临着教学方式的不适应,和当代大学生审美接收方式的变化带来的新问题。高品位目标的贯彻应分为学习认知（引导）和比较内化（提高）两个阶段。当前教学改革的重点应该是加强精讲,在充分把握原作的基础上,重视教师、学生个人的感受和理解,尊重读者个性,搞好启发式教学,强调引导的重要性,在此基础上进行提高,最终实现高品位目标 相似文献
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买买提吐尔逊·阿布都拉 《新疆教育学院学报》2008,24(3):19-22
汉语教学中教师着重强调学生汉语言运用能力的培养,出现不重视学习语言学理论的现象。本文探讨汉语教学中语言学理论的作用及教师掌握语言学理论的必要性等问题。 相似文献
18.
胡升耀 《襄樊职业技术学院学报》2004,3(5):88-90
发现法教学就是学生在教师的指导下，依据教师提供的材料，通过自己的学习，主动地去发现问题．从而提高学习积极性，变被动学习为主动学习。将“发现法”结合到计算机教学中．是提高计算机教学质量的一个有效途径。 相似文献
19.
中职学生特别喜爱电脑,学习信息技术的积极性很高,但是,他们计算机基础能力的差异性也是十分明显的。信息技术学科的教学要转变观念,坚持以生为本,充分体现教育满足社会发展与人的发展需求的双重使命,以及顺应市场、服务于社会、服务于学生的价值取向。在教学中,要发挥学生的主体作用,把学习的权利交还给学生,以任务驱动的方式,引导学生自主学习,合作探究,提高学生的专业能力和职业素质。 相似文献
20.
Elena C. Papanastasiou Michalinos Zembylas Charalambos Vrasidas 《Journal of Science Education and Technology》2003,12(3):325-332
A surprising result of the Third International Mathematics and Science Study (TIMSS) is that computer use was negatively associated with high student achievement in some countries. More specifically, the students from all three countries who indicated that they use computers in the classroom most frequently were those with the lowest achievement on the TIMSS in 1995. For the purpose of this study, a similar comparison was made for 15-year-old U.S.A. students, based on the data from the Program for International Student Assessment (PISA). The results of this study show that it is not computer use itself that has a positive or negative effect on the science achievement of students, but the way in which computers are used. For example, after controlling for the student's socioeconomic status in the United States of America, the results indicated that the students who used computers frequently at home, including for the purpose of writing papers, tended to have higher science achievement. However, the results of this study also show that science achievement was negatively related to the use of certain types of educational software. This indicates a result similar to that found in the TIMSS data, which might reflect the fact that teachers assign the use of the computer and of educational software to the lower achieving students more frequently, so that these students can obtain more personal and direct feedback through educational software. 相似文献