共查询到19条相似文献，搜索用时 78 毫秒
1.
《中国考试》2017,(2)
Toulmin效度论证是一个从考生表现到测验使用的系统化的过程,内部包含多个论证,前一个论证的终点同时又是下一个论证的起点,环环相扣,使效度论证对分数的解释更加合理,其中测验的外部效标证据主要适用于外推阶段的效度论证。本文首先从Toulmin效度论证模型的基本内容展开,结合新托福考试,介绍该模型的效度论证框架。其次,以某高校参加2016年5月少数民族汉语水平考试(MHK)三级笔试的261名考生的入学分班考试结果和学期期末成绩(汉语写作、汉语精读、汉语听力、数学)为效标证据,从不同角度对该证据进行分析。最后,将上述分析结果作为论证支撑,以Toulmin效度论证模型为理论框架,从实证角度对MHK三级笔试的外推阶段进行效度论证。 相似文献
2.
胥云 《外语教学理论与实践》2011,(4):6-14
基于论证的效度验证模式是一种规定了收集各种效度证据的先后顺序,可以呈现各证据之间内在联系并对这一过程进行评估的效度验证模式.该模式由解释论证和效度论证两部分组成,依据Toulmin模式对效度进行论证,近年来这一模式的影响力在不断扩大.本文详细介绍了这一模式的具体程序和典型特征,并在将其与效度整体观进行比较后指出该模式遵... 相似文献
3.
基于论证的测试效度验证模式正在逐步成为当前效度验证研究的主流。本文介绍了基于论证效度验证模式的三个主要代表框架,即Kane的基于论证的效度验证模式、Bachman和Palmer的测试使用论证模式,以72．Chapelle,Enright和Jamieson的基于论证的效度验证模式,并描叙了这些效度验证模式在从考生表现到测试分数解释与使用的推论链上的异同。之后,本文运用Chapelle等人的效度验证模式,为高考英语的效度验证研究构建了解释论证框架,并针对框架中的各个推论提出了相应的研究计划,以期将高考英语效度验证的成果有效地整合为效度论证。 相似文献
4.
5.
刘万伦 《淮南师范学院学报》2006,8(6):108-110
构念效度是一个动态发展的复杂的概念,正确理解构念效度对于测验的理论与实践都具有重要意义。文章通过对“构念”、“效度”、“构念效度”几个概念进行分析,对构念效度检验的方法进行了介绍,并对构念效度进行评价,以帮助心理测量工作者更好地理解构念效度的涵义和正确地检验测验的构念效度。 相似文献
6.
《教育测量与评价(理论版)》2013,(11):21-21
效度没有绝对的评价标准。通常,测验的效度系数应该达到统计显著性水平,如0．05或0．01。各种不同类型的测验效度的要求也不相同。一般来说,两种不同的标准测验之间的效度系数,或者两种不同的智力测验之间的效度系数应在0．60～0．80才符合基本要求; 相似文献
7.
本文在测试使用论证的框架下,从译文的语言适切性对翻译评价的影响、写作新评分标准与效度研究及写作测试公正性与效度研究三个方面探讨了TEM-8翻译与写作项目的效度问题,对改善测试效度有极其重要的意义。 相似文献
8.
陈中永 《内蒙古师范大学学报(哲学社会科学版)》1992,(3)
本文从教育与心理测量学、教育统计学以及教育心理学的角度出发,就教育测验的效度问题系统地论述了:1.教育测验效度是内容效度、效标关联效度和构想效度的统一;2.教育测验的效度重心及其转移,不同类型的教育测验应有不同的效度重心;3.教育测验效度的检验方法;4.教育测验的系统控制等四个问题。 相似文献
9.
1985年《教育与心理测验标准》(第5版)出版之前,效度研究的核心概念是"效标(criterion)",效度研究被视为一种用"效标"对测验的效度进行证明(verify)、对测验分数做出有效(valid)解释的过程。1985年以后,效度研究的核心概念是"证据(evidence)",效度研究被视为一种通过积累证据对测验的效度进行支持(support)、对测验分数做出合理(reasonable)解释的过程。关于效度的这种理解,突出体现在1999年出版的《教育与心理测验标准》(第6版)中。美国教育协会和美国国家教育测量学会共同组织编写的《教育测量》在业内被称为"教育测量领域的《圣经》"。2006年《教育测量》(第4版)出版以后,效度研究的核心概念演变为"理由(warrant)",效度研究被视为一种通过构造"理由系统"和"理由网络"对效度进行"论证(argument)"、对测验分数做出可接受的(plausible)解释的过程。本文结合笔者的考试实践,介绍了效度概念的新发展。 相似文献
10.
测评效度是衡量一个测评项目质量高低的重要指标.但我国很少有测评项目报告测评效度,其可能的原因或者是缺乏效度意识,或者是对效度概念和效度验证流程存在一些误解.因此,很有必要梳理测评效度的定义和效度验证的基本步骤.重点讨论以证据为中心的测验设计方法,并以某次英语原著阅读测试的研发为例,具体展示基于效度证据的测验研发流程和要求,对于确保测评效度具有参考意义. 相似文献
11.
Wayne J. Camara Krista Mattern Michelle Croft Sara Vispoel Paul Nichols 《Educational Measurement》2019,38(4):12-26
In 2018, 26 states administered a college admissions test to all public school juniors. Nearly half of those states proposed to use those scores as their academic achievement indicators for federal accountability under the Every Student Succeeds Act (ESSA); many others are planning to use those scores for other accountability purposes. Accountability encompasses a number of different uses and subsumes a variety of claims. For states proposing to use summative tests for accountability, a validity argument needs to be developed, which entails delineating each specific use of test scores associated with accountability, identifying appropriate evidence, and offering a rebuttal to counterclaims. The aim of this article is to support states in developing a validity argument for use of college admission test scores for accountability by identifying claims that are applicable across states, along with summarizing existing evidence as it relates to each of these claims. As outlined by The Standards for Educational and Psychological Testing, multiple sources of evidence are used to address each claim. A series of threats to the validity argument, including weaker alignment with content standards and potential influences in narrowing teaching, are reviewed. Finally, the article contrasts validity evidence, primarily from research on the ACT, with regulatory requirements from ESSA. The Standards and guidance addressing the use of a “nationally recognized high school academic assessment” (Elementary and Secondary Education Act (ESEA), Negotiated Rulemaking Committee; Department of Education) are the primary sources for the organization of validity evidence. 相似文献
12.
13.
14.
15.
Lorena Llosa 《Educational Measurement》2008,27(3):32-42
Using an argument‐based approach to validation, this study examines the quality of teacher judgments in the context of a standards‐based classroom assessment of English proficiency. Using Bachman's (2005) assessment use argument (AUA) as a framework for the investigation, this paper first articulates the claims, warrants, rebuttals, and backing needed to justify the link between teachers' scores on the English Language Development (ELD) Classroom Assessment and the interpretations made about students' language ability. Then the paper summarizes the findings of two studies—one quantitative and one qualitative—conducted to gather the necessary backing to support the warrants and, in particular, address the rebuttals about teacher judgments in the argument. The quantitative study examined the assessment in relation to another measure of the same ability—the California English Language Development Test—using confirmatory factor analysis of multitrait‐multimethod data and provided evidence in support of the warrant that states that the ELD Classroom Assessment measures English proficiency as defined by the California ELD Standards. The qualitative study examined the processes teachers engaged in while scoring the classroom assessment using verbal protocol analysis. The findings of this study serve to support the rebuttals in the validity argument that state that there are inconsistencies in teachers' scoring. The paper concludes by providing an explanation for these seemingly contradictory findings using the AUA as a framework and discusses the implications of the findings for the use of standards‐based classroom assessments based on teacher judgments. 相似文献
16.
非形式逻辑或论证逻辑: 解释论证的策略 总被引：4，自引：0，他引：4
如何解释论证是非形式逻辑重要而困难的研究主题之一。论证的解释或重构包括分析已陈述出的论证、论证的一般背景、隐含假设或隐含前提以及论证解释的伦理学。这些分析都以文本中论证的辨识为先决条件。论证解释中最重要的问题是未表达前提或省略前提的辨识和填补问题。迄今为止，已形成多元论和现代演绎论两种主要的解释策略。 相似文献
17.
Jay Parkes 《Educational Measurement》2007,26(4):2-10
Reliability consists of both important social and scientific values and methods for evidencing those values, though in practice methods are often conflated with the values. With the two distinctly understood, a reliability argument can be made that articulates the particular reliability values most relevant to the particular measurement situation and then the most appropriate evidence and theory to support an argument for the presence of that value. The steps in making a reliability argument are explained and an extended example is given. The article is intended to provoke discussion, debate, and the development of additional reliability methodologies. 相似文献
18.