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How has Item Response Theory helped solve problems in the development and use of computer-adaptive tests? Do we need to balance item content with computer-adaptive tests? Could we use IRT to evaluate unusual responses to computer-delivered tests? 相似文献
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Thomas L. Bonn 《Publishing Research Quarterly》1994,10(1):55-65
The role of the literary agent and the reception granted agents by publishers have changed markedly over the course of the
twentieth century. Henry Holt’s views of agents, written in the first decade of the century, help define the status and activities
of agents at that time. These are compared with the role of agents today, using archival sources, the book trade literature,
and interviews.
Thomas L. Bonn, review editor of this journal, is a librarian, Library at State University College at Cortland. He is the
author ofUnder Cover: An Illustrated History of American Mass Market Paperbacks andHeavy Traffic and High Culture: The New American Library as Literary Gatekeeper. He is working on a study of American literary agents. 相似文献
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V. J. Hinton D. C. De Vivo R. Fee E. Goldstein Y. Stern 《Learning disabilities research & practice》2004,19(3):146-154
Duchenne Muscular Dystrophy (DMD) is a neurogenetic developmental disorder that presents with progressive muscular weakness. It is caused by a mutation in a gene that results in the absence of specific products that normally localize to muscle cells and the central nervous system (CNS). The majority of affected individuals have IQs within the normal range, generally with lower verbal than performance IQ scores. Prior work has demonstrated selective deficits on tests of verbal span and immediate memory. For the current study, 26 boys with DMD (and normal intellectual function) and their unaffected siblings were evaluated. Paired comparisons demonstrated that the children with DMD had significantly poorer academic achievement scores than their siblings, even though their vocabulary levels and home and educational environments were comparable. Children with DMD also had more behavioral concerns, physical disabilities, and poorer verbal memory spans. Linear regression indicated that behavioral concerns, executive function, and physical disability did not contribute substantially to academic performance, whereas performance on verbal span did. DMD presents with a selective developmental aberration in verbal span that has wide‐ranging consequences on learning skills. 相似文献