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981.
Boaz Shulruf Phillippa Poole Philip Jones Tim Wilkinson 《Assessment & Evaluation in Higher Education》2015,40(3):420-438
A new probability-based standard setting technique, the Objective Borderline Method (OBM), was introduced recently. This was based on a mathematical model of how test scores relate to student ability. The present study refined the model and tested it using 2500 simulated data-sets. The OBM was feasible to use. On average, the OBM performed well with specificity .88, sensitivity .51, false positive rate 3.4% and false negative rate 26%. These indices were insensitive to the borderline score range. This probability-based standard setting may be a useful addition to the range of standard setting methods available. 相似文献
982.
Margaret Jones 《New Review of Academic Librarianship》2013,19(1):193-204
The Arts and Humanities Data Service (AHDS) undertook a research project on digital preservation management funded by Re:source between July 1999 and September 2000. The project aimed to provide a decision tree and other tools to assist organisations in managing the digital materials they create and/or acquire. The main deliverable from the project was a workbook produced by Neil Beagrie and Maggie Jones. The final draft of the workbook was sent for peer review and comment. This paper focuses on the major categories of feedback received from this process and the outcomes of the feedback. Finally, the paper briefly outlines what further developments are anticipated. 相似文献
983.
Joseph Pilotta John W. Murphy Elizabeth Wilson Tricia Jones 《Communication Studies》2013,64(4):211-220
Traditionally, law and justice have been conceived in a cognitive or formal mode, but in today's society the legitimacy of law must be based on its immanence: Does it address and make sense to the everyday concerns of citizens? This essay argues for a critical theory of justice based on the communicative competence of the community. 相似文献
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Donald W. Jones 《The Teacher Educator》2013,48(3):6-10
Abstract Clinical supervision is a formative evaluation method of working with teachers for the purpose of improving instruction. This teacher‐centered, collegial, and collaborative model requires the establishment of rapport and trust and a proper climate. Personal observation and a review of current related literature emphasize that clinical supervision enables teachers and supervisors to grow while promoting excellence in teaching and learning. In this period of school reform, clinical supervision is a successful means of approaching teacher learning, professional growth, and instructional improvement. 相似文献
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