Gender differences in performance in mathematics at the end of lower secondary school in Italy     

Mariagiulia Matteucci  Stefania Mignani 《Learning and individual differences》2011,21(5):543-548

The paper deals with the investigation of gender differences in performances in mathematics for Italian students at the end of lower secondary school. The study is based on a new large-scale assessment test developed and administered by the National Evaluation Institute for the School System. Given the evidence in the literature which favors males, performances of female and male students are compared using different approaches. Scores proposed by educational experts based on item subgroups were considered, while a model-based approach was used within item response theory. The results revealed a significant advantage to males in overall performance, while no meaningful differences were observed with respect to item domain and type. An interpretable item map was developed crossing expert opinions with IRT abilities, and plausible proficiency levels were defined. According to the map-based student classification, a relatively lower percentage of females fell into the highest proficiency groups with respect to males.  相似文献   

Screening of phonological awareness in the early elementary grades: an IRT approach     

Vloedgraven JM  Verhoeven L 《Annals of dyslexia》2007,57(1):33-50

The purpose of the present study was to explore the possibilities for the assessment of growth in phonological awareness of children in kindergarten and first grade. Phonological awareness was measured using four sets of items involving rhyming, phoneme identification, phoneme blending, and phoneme segmentation. The results of an exploratory factor analysis and analyses conducted within the framework of item response theory showed one latent ability to underlie the different sets of items, which nevertheless differed in difficulty. Analyses in terms of the children’s ability further showed the phonological awareness measures to be sensitive to growth. The amount of information supplied by the different sets of items depended on the children’s level of ability. The conclusion that it is possible to accurately monitor the development of children’s phonological awareness in the early elementary grades appears to be justified, and this possibility opens up new perspectives for the early screening for reading problems and dyslexia.  相似文献   

中外田径短跨类项目项群演进特征的对比研究     

邬孟君 《贵州教育学院学报》2011,(9):54-58

结合田径运动自身的项群特点以及当今世界田径运动的发展趋势,以1999--2008年世界和中国历年年终排名前十位运动员的短跨类项目运动成绩为研究对象,运用文献法,数理统计法和比较分析法,通过对世界和中国田径运动10年内的这动成绩进行研究和对比,找出中国和世界田径运动发展存在的差异,总结规律,为中国田径运动的快速发展提供理论参考。  相似文献   

Development and Validation of a Multimedia-based Assessment of Scientific Inquiry Abilities     

Che-Yu Kuo  Tsung-Hau Jen  Ying-Shao Hsu 《International Journal of Science Education》2013,35(14):2326-2357

The potential of computer-based assessments for capturing complex learning outcomes has been discussed; however, relatively little is understood about how to leverage such potential for summative and accountability purposes. The aim of this study is to develop and validate a multimedia-based assessment of scientific inquiry abilities (MASIA) to cover a more comprehensive construct of inquiry abilities and target secondary school students in different grades while this potential is leveraged. We implemented five steps derived from the construct modeling approach to design MASIA. During the implementation, multiple sources of evidence were collected in the steps of pilot testing and Rasch modeling to support the validity of MASIA. Particularly, through the participation of 1,066 8th and 11th graders, MASIA showed satisfactory psychometric properties to discriminate students with different levels of inquiry abilities in 101 items in 29 tasks when Rasch models were applied. Additionally, the Wright map indicated that MASIA offered accurate information about students’ inquiry abilities because of the comparability of the distributions of student abilities and item difficulties. The analysis results also suggested that MASIA offered precise measures of inquiry abilities when the components (questioning, experimenting, analyzing, and explaining) were regarded as a coherent construct. Finally, the increased mean difficulty thresholds of item responses along with three performance levels across all sub-abilities supported the alignment between our scoring rubrics and our inquiry framework. Together with other sources of validity in the pilot testing, the results offered evidence to support the validity of MASIA.  相似文献   

对我国帆船、帆板运动项目发展的整体思考   总被引：4，自引：0，他引：4  

戴志强 《武汉体育学院学报》1998,(1)

本文认为,要尽快提高我国帆船、帆板的竞技水平,必须合理进行项目布局,改革训练与竞赛体制,建立科技先导型运动队。  相似文献   

论本科教学中题库建设的意义及质量评价体系     

陈晟  江昀  赖朋 《教育教学论坛》2015,(28)

本文结合作者在题库建设中的实际工作,对本科教学中的考试题库建设的意义、作用,以及题库建设中需要重视的难点做出了综述,并对题库的深入应用、题库的质量评价指标做出了探讨。  相似文献   

科研论文:广东省2021年高考地理试题创新的主要源泉     

林伟伟 《考试研究》2022,(1):49-55

广东省2021年高考地理试题创新性的主要动力源泉是科研论文。研究科研论文的来源期刊、主办单位、期刊影响力,并深度分析试题的基础性、创新性、德育性等因素,在研究成果的基础上,采取可行性的研发策略,详细分析两类科研论文研发创新试题,深化一核四层四翼的核心素养考查,可为高考命题和中学教学提供参考。  相似文献   

非参数项目反应理论在小规模测验中的运用     

张军 《考试研究》2014,(1):56-61

单调匀质模型是非参数项目反应理论中使用最广泛的模型,它有三个基本假设,适用于小规模测验的分析。本研究使用MHM分析北京语言大学汉语进修学院某次测验,结果表明测验满足弱单维性假设与弱局部独立性假设,67个项目中有9个项目的量表适宜性系数低于0.3,需要修改或删除,删除后测验为中等强度的Mokken量表。另外,有2个项目违反了单调性假设,不符合Mokken量表的要求。  相似文献   

关于高职建设法规课程考核模式改革的思考     

叶智英  刘刚 《中国科教创新导刊》2014,(11):40-41

《建设法规》课程在提高学生的建设领域法律素质和能力方面具有重要作用,而且是建筑类各种执业资格考试中必考的内容.本文针对高职院校《建设法规》课程的考试应跟随现代科技的发展,需具有公平、公正、高效、适岗等特点,分析课程考试模式改革.通过构建新的考试机制,着力建设考试系统,发挥显示、反馈、引导和助学功能,体现以人为本,并促进现代化校园建设.  相似文献   

论高等教育自学考试试题难度的控制   总被引：1，自引：0，他引：1  

王晓华 《中国考试》2008,(1):48-54

高等教育自学考试试题难度的控制是命题工作中的主要内容和核心问题之一。本文论述了自学考试试题难度控制的意义、要求、基本措施以及试题难度调控的基本方法。特别指出自学考试大纲中对试题难度层次分值比例规定的不尽合理之处.并提出了相应的调整建议。分析了不同命题质量控制措施对试题难度控制的不同作用。最后,结合实例论述了试题难度调控的基本技术方法。  相似文献