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This article addresses the issue of how to detect item preknowledge using item response time data in two computer‐based large‐scale licensure examinations. Item preknowledge is indicated by an unexpected short response time and a correct response. Two samples were used for detecting item preknowledge for each examination. The first sample was from the early stage of the operational test and was used for item calibration. The second sample was from the late stage of the operational test, which may feature item preknowledge. The purpose of this research was to explore whether there was evidence of item preknowledge and compromised items in the second sample using the parameters estimated from the first sample. The results showed that for one nonadaptive operational examination, two items (of 111) were potentially exposed, and two candidates (of 1,172) showed some indications of preknowledge on multiple items. For another licensure examination that featured computerized adaptive testing, there was no indication of item preknowledge or compromised items. Implications for detected aberrant examinees and compromised items are discussed in the article. 相似文献
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Paul Coleman Library Director Ada D. Jarred Director of Libraries 《The Journal of Academic Librarianship》1994,20(5-6)
Librarians use the Standards for College Libraries in accreditation reviews, and most accrediting bodies, while not formally adopting the Standards, deem them a credible auxiliary tool. A comparison reveals they address issues raised by accreditation criteria. Questions about them remain, however, and a demonstrable basis in research would increase their usefulness. 相似文献
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Ada?K.?H.?Pak Alice?Cheng-laiEmail author Ivy?F.?Tso Hua?Shu Wenling?Li Richard?C.?Anderson 《Reading and writing》2005,18(5):437-454
This study investigated the development of visual chunking skills in the processing of Chinese characters among Hong Kong
pupils. One-hundred-seventy-nine primary school students from first, second and fourth grades were administered a character
copying task. Children as young as 6 years of age were aware of character units and were able to apply visual chunking strategies
when processing characters. Children in higher grades performed better than those in lower grades on every character type,
and the types of errors they made revealed that their chunking level was higher than that of younger children. Differences
between ability groups emerged in second grade and vanished in fourth grade, suggesting that children with a lower reading
ability are slower to develop advanced chunking skills. 相似文献
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Ada Zamir 《Endeavour》1995,19(4)
Plants are susceptible to a variety of stresses. Among them is excessive light, and for this a number of defence mechanisms have evolved. Dunaliella is remarkable in being able to tolerate not only exceptionally saline conditions but also very high intensities of light. Investigation of the factors involved has given new insights into photoprotective mechanisms generally. 相似文献
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Archer Louise Nomikou Effrosyni Mau Ada King Heather Godec Spela DeWitt Jennifer Dawson Emily 《Cultural Studies of Science Education》2019,14(3):723-751
Cultural Studies of Science Education - This paper draws on Judith Butler’s concepts of intelligibility and identity as performance to make sense of enactments of ‘subaltern’... 相似文献
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Perspective taking, defined as the ability to take on the visual, cognitive, and affective perspective of others, is considered a highly adaptive skill, vital for the child’s social, intellectual, and emotional development. This article provides a critical analysis of scientific psychological literature from 1995 to the present on the main methods of intervention used to promote perspective taking in developmentally typical preschool children (3–5 years). The focus is on different methodological approaches, and how the cognitive and emotional dimensions that make up this capacity have been developed through specific operational procedures, emphasizing their strengths and critical factors. In particular, it focuses on the intervention methods based on three major analytical perspectives, specifically the cognitive approach [Theory of Mind (ToM)], the behaviorist approach [Relational Frame Theory (RFT)], and finally, the socio-constructionist approach, are compared. Analysis of the collected data has revealed that despite some critical yet controversial factors, it is actually possible to teach and improve perspective taking in preschoolers through different methods, applicable in different contexts and dependent on the involvement of significant adults, such as parents and educators. 相似文献
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Spatial split-attention effects have been noted in the research literature, where, under split-attention conditions, integrating text and diagrams has been shown to be effective. From this literature grew the spatial contiguity principle (or spatial contiguity effect), which states that people learn more when related words and pictures are displayed spatially near one another. Research has shown both effects to influence learning; however, little is known about the conditions in which integrated designs are most effective. This meta-analysis examines the influence of integrated designs across numerous moderator variables in order to improve our understanding of under which conditions integrated designs influence learning. A random effects meta-analysis of 58 independent comparisons (n?=?2426) produced an overall effect size of g?=?0.63 (p?<?0.001). Moderator analyses indicated that integrated designs have benefited learning across many intervention-related and context-related moderator variables. Practical and theoretical implications of the findings are provided. 相似文献
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What Difference Does a Major Make? The Influence of College Major Field on Persistence by African American and White Students 总被引：1，自引：3，他引：1
St. John Edward P. Hu Shouping Simmons Ada Carter Deborah Faye Weber Jeff 《Research in higher education》2004,45(3):209-232
The results from this study indicate similarities and differences in the factors related to the persistence of White and African American students in their freshman and sophomore years in college. Using random samples of data from students enrolled in public institutions of higher education in a Midwestern state, OLS regression analyses indicated that African American sophomores in the high-demand major fields (e.g., Business, Health, and Engineering/Computer Science) were more likely to persist than were those in other major fields, but there were no statistically significant differences in persistence for African American freshmen in other fields. While major fields were not statistically significant for White sophomores, White freshmen in social sciences or undecided about their majors were less likely to persist. The effects of financial aid packages on persistence varied across race. 相似文献