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Researchers have explored a variety of topics related to identifying and distinguishing among specific types of rater effects, as well as the implications of different types of incomplete data collection designs for rater‐mediated assessments. In this study, we used simulated data to examine the sensitivity of latent trait model indicators of three rater effects (leniency, central tendency, and severity) in combination with different types of incomplete rating designs (systematic links, anchor performances, and spiral). We used the rating scale model and the partial credit model to calculate rater location estimates, standard errors of rater estimates, model–data fit statistics, and the standard deviation of rating scale category thresholds as indicators of rater effects and we explored the sensitivity of these indicators to rater effects under different conditions. Our results suggest that it is possible to detect rater effects when each of the three types of rating designs is used. However, there are differences in the sensitivity of each indicator related to type of rater effect, type of rating design, and the overall proportion of effect raters. We discuss implications for research and practice related to rater‐mediated assessments. 相似文献
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汤海燕 《上海师范大学学报(哲学社会科学版)》2002,31(6):50-57
在经济全球化进程中，贸易自由化一直扮演着重要的角色，成为经济全球化的重要驱动力量。本试图运用贸易理论对贸易自由化的效应进行一般分析，包括资源配置、经济增长、产业结构、贸易结构、就业、福利水平等方面。并具体分析贸易自由化对发展中国家的负效应，指出发展中国家在贸易自由化、经济全球化进程中应趋利避害，遵循比较优势原则来发展贸易和经济，以最大限度地分享贸易自由化、经济全球化带来的利益。 相似文献
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杨艳兰 《宿州教育学院学报》2010,13(2):35-37,40
提喻是英语中常用的一种修辞格,它不直接说出事物的名称,而是一种以局部与整体相互代替的修辞手法。提喻可以使表达方式丰富多彩,生动形象,简洁明快,并给人以新鲜感,从而收到积极的修辞效果。 相似文献
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器乐教学是学校音乐教育的重要组成部分 ,是一个广泛的学习领域。充分发挥乐器在音乐教学中的功能 ,可以激发学生的学习兴趣 ,促进学生掌握音乐知识和基本技能 ,有助于学生锻炼意志 ,陶冶情操 ,而且有利于学生智力的开发。作为一名教育工作者 ,我们要在教学中努力探索 ,充分发挥器乐教学的积极作用 ,提高学生整体素质 ,使音乐教学更好地完成培养人才的任务。 相似文献
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NaCl胁迫对植物光合作用的影响 总被引：6，自引：0，他引：6
对NaCl胁迫对植物光合作用影响的几个重要方面的研究进行了综述,包括NaCl对光合作用的抑制途径,气孔效应与非气孔效应,NaCl对叶绿素含量、类囊体结构、光合电子传递的影响等,对今后这些方面研究中的重点内容进行了评述. 相似文献
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《教育实用测度》2013,26(3):225-264
The principal purpose of this article is to provide a conceptual framework and heuristic model for considering the existence, magnitude, and consequences of context effects. This purpose is addressed through an extension of some concepts in generalizability theory. In particular, distinctions are drawn between different types of facets and different types of universes. For example, sets of items are distinguished from conditions of measurement typically associated with context effects (e.g., item sequence). In addition, a validity-defining universe of generalization is distinguished from a universe of allowable observations associated with a standardized measurement proce- dure and certain fixed conditions of measurement. Other fixed conditions of measurement are also considered in order to examine context effects involved in applications such as the use of so-called "scrambled" test forms and item or section preequating. It is concluded that context effects are often misunder- stood or masked, that current measurement models have rather serious limitations for examining context effects, and that the importance and magnitude of context effects need to be evaluated in context. 相似文献
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《Early education and development》2013,24(2):139-164
Consistent evidence that the effect of preschool intervention on cognitive achievement fades with the passage of time has resulted in a search for mediators of preschool. This study investigated factors that play a role in mediating the effects of a government funded Child–Parent Center preschool program. The school adjustment of 266 low-income, mostly Black preschool children and of 125 comparison group children were matched on neighborhood characteristics and were traced from kindergarten through the third year of school (1986–1989). Data were collected from children, parents, and teachers on entering kindergarten cognitive readiness, teacher ratings of socioemotional maturity, parental involvement at home and in school, grade retention, assignment to special education, school mobility and cognitive achievement in reading and mathematics. Results of a latent-factor structural model indicated that preschool influenced later achievement and retention indirectly rather than directly. Four major pathways through which preschool exerted its effect included (1) cognitive readiness, (2) cognitive readiness and teacher ratings of socioemotional maturity, (3) teacher ratings of socioemotional maturity, and (4) parent involvement and school mobility. Cognitive readiness, teacher ratings, and parent involvement also transmitted effects to grade retention. That preschool's influence on later outcomes is largely indirect indicates its dependency on intervening factors in exerting effects. These intervening factors appear to be critical in promoting school success of children at risk. 相似文献
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Christoph Randler Peter Wüst-Ackermann Viola Otte im Kampe Inga H. Meyer-Ahrens Benjamin J. Tempel Christian Vollmer 《Research in Science Education》2015,45(5):647-661
Emotions influence motivation and achievement, but negative emotions have rarely been assessed in science education. In this study, we assessed the influence of two different expressive writing assignments on disgust and anxiety in university students prior to the dissection of a trout. We randomly assigned students to one of two expressive writing tasks and measured specific state disgust and state anxiety after writing and after the dissection. Specific state disgust was measured a third time after 3 weeks. One writing task was concerned with the dissection, and the other was related to behavioral experiments with mice. We used two general linear models with repeated measures. In the first model, specific state disgust (pre, post, and follow-up) was used as the dependent repeated measure and experimental group as the independent variable. In the second model, state anxiety was used as the dependent repeated measure (pre, post) with experimental group as the independent variable. The repeated testing showed a highly significant effect of experimental group on the repeated measures of disgust. Writing about worries and emotions concerning the dissection leads to higher disgust scores compared to writing about mice. These higher scores persisted even 3 weeks later in the follow-up test. Concerning anxiety, there was a clear influence of the repeated measure of state anxiety, but anxiety was not influenced by the experimental group. We suggest that positive writing should be used in educational contexts to reduce disgust. 相似文献
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培训效果的问题是培训研究的热点和难点,研究者大多习惯从满足客户需求的角度,观察培训的效果。培训效果的检验准则有很多,＂学习落后＂消减程度是其中的一个准则。班级集体教学中总会存在＂落后现象＂,这是教育公平与教学效益博弈的产物。每个培训班总有落后,影响培训效果的众多因素通过导致＂学习落后＂的某些基因,如学习动机、认知结构、自我效能感、期望、学习风格等学习者主体因素而作用于培训效果,显然,教学中对＂落后现象＂控制的程度可以作为检验培训效果的一个评价维度。 相似文献
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Arthur J. Reynolds 《Early education and development》1992,3(2):139-164
Consistent evidence that the effect of preschool intervention on cognitive achievement fades with the passage of time has resulted in a search for mediators of preschool. This study investigated factors that play a role in mediating the effects of a government funded Child-Parent Center preschool program. The school adjustment of 266 low-income, mostly Black preschool children and of 125 comparison group children were matched on neighborhood characteristics and were traced from kindergarten through the third year of school (1986-1989). Data were collected from children, parents, and teachers on entering kindergarten cognitive readiness, teacher ratings of socioemotional maturity, parental involvement at home and in school, grade retention, assignment to special education, school mobility and cognitive achievement in reading and mathematics. Results of a latent-factor structural model indicated that preschool influenced later achievement and retention indirectly rather than directly. Four major pathways through which preschool exerted its effect included (1) cognitive readiness, (2) cognitive readiness and teacher ratings of socioemotional maturity, (3) teacher ratings of socioemotional maturity, and (4) parent involvement and school mobility. Cognitive readiness, teacher ratings, and parent involvement also transmitted effects to grade retention. That preschool's influence on later outcomes is largely indirect indicates its dependency on intervening factors in exerting effects. These intervening factors appear to be critical in promoting school success of children at risk. 相似文献
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《The Journal of educational research》2012,105(6):303-307
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多数翻译教师致力于提高英语专业学生翻译成绩的研究,而忽略信息社会和现代技术给学生翻译正向力带来的影响。本文提出一种新的翻译教学形态——技术辅助翻译教学,并以154名英语专业学生为研究对象,分析传统翻译教学和技术辅助翻译教学与学生翻译正向力的关系。研究结果显示,在当今的信息社会,技术辅助翻译教学更能提高学生的翻译兴趣、期望、开口勇气及自信等正向力。 相似文献
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The effects of a Dutch intervention program for dyslexia are reported. The program was individually tailored, depending on the style of reading, the phase of the learning process, and the intermediate results of the treatment. Two groups of participants were involved: (a) a group of children with pure dyslexia (n = 109) and (b) a group that had reading problems but also suffered from cognitive deficits or psychiatric symptoms (n = 29). Scores of reading single words and text at intake and after the intervention were analyzed to assess the efficacy of the intervention program. Furthermore, the effects of pre-intervention variables such as intelligence, reported speech, and language problems and of intervention variables such as the initial level of performance and the duration of the treatment were examined. Both groups benefitted from the intervention, but the children with pure dyslexia profited most. Neither of the groups could catch up the reading deficit. Intelligence and reported speech and language problems did not affect the treatment outcomes. Individual differences in treatment outcome were related to the absolute level of word reading and age at intake. In the group with comorbidity, the intervention program was more successful in relatively younger children. Within this group, the cognitive deficits and types of psychiatric problems were not related to the treatment. 相似文献
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张杰 《安庆师范学院学报(社会科学版)》2011,30(11):47-51
DP由定指限定词引导时中心词不带u[wh]＊特征,岛效应显现;而由不定限定词引导时中心词则携带u[wh]＊特征,岛效应消失。DP语段处于Spec-TP＂冻结＂的位置形成主语岛,而DP主语岛能进行wh提取是由于DP结构经过了未＂冻结＂的中间过渡位置带来的。 相似文献
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姚将前 《楚雄师范学院学报》2012,27(11):76-80
当今社会,大宗的民事经济交往十分频繁。由于交往中有诸多不可预见的因素会影响债权人利益的实现,为此,债权人为了确保债权顺利实现,一般都要求债务人提供担保。担保有财保和人保两类,保证是人保的方式。保证担保的一个核心问题是保证的效力。保证涉及到债权人、债务人和保证人三方的利益,加之保证又有较多不确定因素,这些因素关系到其是否产生法律效力的问题。 相似文献