共查询到20条相似文献，搜索用时 31 毫秒
1.
How can the enterprise of looking at the consequences of testing in America be moved forward? What are the responsibilities of the key actors? How can we accumulate the evidence that we need? 相似文献
2.
What criteria should be applied to the evaluation of performance measures? How consistent are the results from performance measures and norm-referenced achievement tests? How can we ensure fairness and credibility in performance measurement? 相似文献
3.
资源优化与体制重建--关于中国化高等教育体制的初步设想 总被引：1，自引：0，他引：1
高展 《河北师范大学学报(教育科学版)》2003,5(6):48-56
在“穷国办大教育”的特殊国情下 ,中国如何将沉重的人口负担真正转化为人才优势 ?如何使 9亿农民的子孙后代走出农村 ?这些问题无疑都要求高等教育必须做出回答 ,要求尽快建立起适合中国发展现状的高等教育体制。应以教育资源的最优化配置原则 ,从整体性角度对高等教育体制的重建做出初步设想。即实行一年两轮招生制度、学费改革及大范围足额商业性助学贷款和有差别还款制度。 相似文献
4.
How should we think about the concept of the testlet? How can testlets be better incorporated into test score analysis? Can there be a one‐item testlet? 相似文献
5.
《International Journal of Educational Research》2005,43(6):387-425
This paper addresses four questions: What are the effects of reducing class size? How important are these effects? How can we explain these effects? and How can we improve the outcomes when class sizes are reduced? A major aim is to provide directions for resolving the paradox as to “Why reducing class size has not led to major improvements in student learning?” and the conclusion is that class size reductions can lead to worthwhile increases provided certain conditions are met. 相似文献
6.
Donald E. Powers 《Educational Measurement》1993,12(2):24-30
Why is it important to investigate the effectiveness of coaching for a test such as the SAT? How can you evaluate the effectiveness of coaching? What are some common misconceptions? What do we know and what is still unclear about the effects of coaching? What can we tell students and their families about the results of coaching studies ? 相似文献
7.
Pamela A. Moss Jamie Sue Beck Catherine Ebbs Barbara Matson James Muchmore Dorothy Steele Caroline Taylor Roberta Herter 《Educational Measurement》1992,11(3):12-21
How can the results of classroom-based portfolio assessment be communicated outside the classroom? How might a portfolio-based assessment system be designed and implemented? How can we evaluate the merits of portfolio-based assessments? 相似文献
8.
Defining Minimal Competence 总被引：1，自引：0，他引：1
How do we explain the standard-setting process to judges? What context should we set for the standard-setting exercise? How can we help judges develop a common definition of minimal competence? 相似文献
9.
Edward H. Haertel 《Educational Measurement》1999,18(4):5-9
What do we need to do to establish the validity of high-stakes testing programs? How can we move away from a “confirmationist” bias? What questions haven't we been asking that we need to ask? 相似文献
10.
How generalizable are the scores from performance-based assessments? How can we best increase the gener-alizability of results? What level of generalizability is needed for different testing purposes? 相似文献
11.
脑科学研究与学生素质培养 总被引：1，自引：0，他引：1
脑科学研究成果如何应用于教育改革以提高学生素质？如研究脑科学中关于人语言中枢发展的关键期与可塑性如何用于儿童语言的早期教育；用脑科学的研究成果用于教育中如何改善学生们的记忆问题；研究脑科学中关于“敏感化”用于培养学生们创造性的“直觉”思维问题；研究大脑神经最重要的对多重记忆的整合功能，用于培养学生们德、智、体、美全面发展问题。 相似文献
12.
网站作为互联网的一个应用如何更好地为用户服务?如何以用户为中心,预测用户需求?如何建立用户偏爱的页面,对用户关心的内容进行重新组织?对于不同的用户,如何依据他们自身特点建立自适应网站?本文利用人的认知理论以及人机接口技术建立了一个网站模型,为个性化网站的设计提供了新的思路. 相似文献
13.
Gregory J. Cizek 《Educational Measurement》1993,12(3):10-16
What are key issues that educational measurement professionals must confront in the next decade? What resources can we draw on as we face these issues? How can educational measurement contribute most effectively to educational reform? 相似文献
14.
What factors influence judges when they set standards? How do judges, test questions, and the standard-setting process interact? How can we improve intrajudge consistency? 相似文献
15.
W. James Popham 《Educational Measurement》1992,11(4):16-17
How can we excuse educators from the responsibility of meeting prevailing ethical standards for test preparation practice? How far apart are test makers and others on the appropriateness of different practices? Don't all parties to the testing process have important responsibilities? 相似文献
16.
滕炎 《青岛职业技术学院学报》2004,17(4):54-56,60
怎样才能把．语文学好?怎样才能让学生喜欢语文课?关键在语文教师。语文教师必须真正懂得语文课程的教学规律，加强自身的语文素养，对文学有一种真正的感悟，才能把语文课讲好；而老师讲好语文课，是学生学好语文的重要前提。让学生爱学语文，会学语文，学好语文，是每一个语文教师义不容辞的任务。 相似文献
17.
The Conceptual Framework for the Development of a Mathematics Performance Assessment Instrument 总被引：1，自引：0，他引：1
Suzanne Lane 《Educational Measurement》1993,12(2):16-23
How can you align instruction, learning, and assessment in an educationally sound way? How can you define and measure competence in mathematics? What areas of competence do you need to specify and how? How can one evaluate the validity and consequences of using a particular assessment instrument or technique? 相似文献
18.
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
19.
How can we assess the opportunity that students have to learn the material they find on tests? How do students' perceptions of opportunity to learn differ from their teachers? 相似文献
20.
邢植朝 《广东技术师范学院学报》2006,(3):11-14
黎族研究,已进行了大半个世纪。对于这样一个涉及到政治、经济、社会、丈化等众多领域的系统工程的研究,如何在现有的基础上提升与深化,如何做到承传与理论上的创新,如何做为一门学问———“黎族学”去进行研究,这是值得学术界重视和努力的问题 相似文献