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Articles 1 - 14 of 14
Full-Text Articles in Education
中小学英语学术词汇标准参照测验的开发及验证, Christopher D. Barr, Diane August, Lauren Artzi, Coleen D. Carlson, David J. Francis
中小学英语学术词汇标准参照测验的开发及验证, Christopher D. Barr, Diane August, Lauren Artzi, Coleen D. Carlson, David J. Francis
Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊
本研究开发了一项英语学术词汇测验 (the Test of Academic Vocabulary in English, TAVE)，并报告了TAVE的设计和验证过程。该测验旨在衡量学生对学术词汇的掌握情况，不同年级题本之间进行了垂直等值，而且评定结果可以统一到同一个发展性的量尺 (a developmental scale) 之上。此外，测验分数可以向一个有意义的语料库 (a meaningful corpus) 中推广。本研究以先前的试点工作为基础，所用样本包含2,238名来自西南某大城市的3到8年级学生，当中既有英语学习者 (English learner, EL)，也有非英语学习者，并阐述了语料库与测验的开发思路及过程。结果表明，TAVE测验呈现单维结构且具有很高的信度和关联效度，测验也能很好地区分低年级之间学生的词汇掌握能力。本文研究意义在于提出了一种发展性的度量方法 (a developmental metric)，使得学生的测验分数可以推广到一个有意义的语料库中——该语料库涵盖了学术文本中的常见词汇，而且能获得学生对语料库各单词的掌握概率。本文实践意义在于提供了一个不同年级分数可比的测验工具，并能用它来追踪学生短期或长期上词汇量的变动。
Designing And Validating A Criterion-Referenced Assessment Of High Utility Academic Vocabulary In English For Elementary And Middle School Students, Christopher D. Barr, Diane August, Lauren Artzi, Coleen D. Carlson, David J. Francis
Designing And Validating A Criterion-Referenced Assessment Of High Utility Academic Vocabulary In English For Elementary And Middle School Students, Christopher D. Barr, Diane August, Lauren Artzi, Coleen D. Carlson, David J. Francis
Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊
This study reports on the design and validation of a vertically equated assessment of academic vocabulary that generalizes to a meaningful corpus of words and is measured on a developmental scale: the Test of Academic Vocabulary in English (TAVE). The study builds on previous pilot work and uses a larger sample of students who are English learners (ELs) and non-EL students in grades 3 to 8 (n= 2,238) from a large urban Southwestern region, and describes the rationale and process of corpus and assessment development. A review of the findings from the study found the academic vocabulary construct …
以数据挖掘的方式探索区分高低数学素养表现学生之因素——以澳门社经弱势及优势背景学生为例, Wa Kit Sou, Kwok Cheung Cheung, Man Kai Ieong, Soi Kei Mak
以数据挖掘的方式探索区分高低数学素养表现学生之因素——以澳门社经弱势及优势背景学生为例, Wa Kit Sou, Kwok Cheung Cheung, Man Kai Ieong, Soi Kei Mak
Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊
澳门PISA 2012报告显示，它是教育优质且公平的经济体，然而社经弱势学生要取得成功普遍较优势学生困难，教育公平的系统中可能存在不公平现象。本研究分别从澳门PISA 2012社经弱势和优势学生的评核数据，挖掘出区分弱势低表现生和弱势高表现生，以及区分优势低表现生和优势高表现生的重要学习因素。本研究的发现能够更好地了解澳门相对于其它数学素养高表现地区教育优质和公平的原因，同时也揭露了教育公平系统出现轻微不公平现象的症结所在。
Using Data Mining To Explore Factors That Distinguish Between Students With High And Low Mathematical Literacy Performance — An Example With Socio-Economically Disadvantaged And Advantaged Students In Macao, Wa Kit Sou, Kwok Cheung Cheung, Man Kai Ieong, Soi Kei Mak
Using Data Mining To Explore Factors That Distinguish Between Students With High And Low Mathematical Literacy Performance — An Example With Socio-Economically Disadvantaged And Advantaged Students In Macao, Wa Kit Sou, Kwok Cheung Cheung, Man Kai Ieong, Soi Kei Mak
Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊
Using Macao-PISA 2012 data collected from socio-economically disadvantaged and advantaged students, this study identified two sets of important learning factors that distinguished between low- and high-performing disadvantaged students, and between low- and high-performing advantaged students, respectively. The findings of this research contribute to a better understanding of the reasons for Macao’s high-quality and equitable education as compared to other regions with high mathematical literacy performance while also revealing the crux of small inequities in its education system. The analysis method used in this paper provides a paradigm for data mining research using large-scale assessment data and helps researchers better grasp …
数学问题解决的行程问题测试与学生的解题策略分析： 混合项目反应理论模型, Chunlian Jiang, Do-Hong Kim, Chuang Wang
数学问题解决的行程问题测试与学生的解题策略分析： 混合项目反应理论模型, Chunlian Jiang, Do-Hong Kim, Chuang Wang
Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊
本研究使用混合项目反应理论(IRT)模型将六年级学生在数学问题解决的行程问题测试中的表现分为几个有着质的区别的群组。来自新加坡的345名学生和来自中国的361名学生参加了行程问题的测试。混合IRT分析表明存在两个潜在的组别，其中一组学生（我们称为代数熟手组）倾向于用传统的代数和算术策略去解决问题，而另一组学生（我们称为代数初学组）除了使用传统的代数和算术策略外，更倾向于运用模型化方法、单位元方法和猜测-检验方法等策略。本研究表明在小学数学教学中可以提倡使用多种不同的问题解决策略，小学高年级的数学教学需要帮助学生建立这些策略之间的联系，特别是它们和抽象的代数策略之间的联系，以便顺利过渡到代数的学习。
Analysis Of A Mathematical Problem-Solving Test On Speed And Students' Strategies: A Mixed Item Response Theory Approach, Chunlian Jiang, Do-Hong Kim, Chuang Wang
Analysis Of A Mathematical Problem-Solving Test On Speed And Students' Strategies: A Mixed Item Response Theory Approach, Chunlian Jiang, Do-Hong Kim, Chuang Wang
Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊
The present study used the mixed item response theory (IRT) model to identify qualitatively distinct subgroups of sixth-grade students with respect to their performance on word problems on speed. A total of 345 Singaporean students and 361 Chinese students took a problem-solving test on speed. The mixed IRT analysis revealed two latent classes — the algebra proficient group and the algebra novice group. The algebra proficient group was more likely to use traditional algebraic and arithmetic strategies to solve the problems, whereas the algebra novice group was more likely to use model drawing, unitary, and guess-and-check strategies, in addition to …
扩张算法及其在认知诊断中的作用, 丁 树良, 罗 芬, 汪 文义, 喻 晓锋, 熊 建华
扩张算法及其在认知诊断中的作用, 丁 树良, 罗 芬, 汪 文义, 喻 晓锋, 熊 建华
Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊
删减法和扩张算法均可以获得给定范围内被试不同非零知识状态的种类，而基于可达阵的扩张算法能够揭示Q矩阵和Q矩阵中非零列的构造，从而证明学生Q矩阵的列集合形成一个代数结构(格)。分别基于可达阵和测验Q矩阵使用扩张算法可得到测验Q矩阵的理论构念效度，这可用于对试卷质量进行评估。扩张算法还可用于认知模型的构造和测量、认知诊断模型的开发，扩张算法和它的逆算法(缩减算法)特别适用于对翻新数据的诊断分析和评估。
The Augment Algorithm And Its Role In Cognitive Diagnosis, Shuliang Ding, Fen Luo, Wenyi Wang, Xiaofeng Yu, Jianhua Xiong
The Augment Algorithm And Its Role In Cognitive Diagnosis, Shuliang Ding, Fen Luo, Wenyi Wang, Xiaofeng Yu, Jianhua Xiong
Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊
Both the augment algorithm and the reduction algorithm can be used to obtain non-zero knowledge states vector in testing. In particular, the augment algorithm based on the reachability matrix can imply the structure of the Q-matrix and its non-zero columns, thus proving the set of Q-matrix columns forms an algebraic structure (Lattice). Applying the augment algorithm based on the reachability matrix and the test Q-matrix, respectively, we can obtain the theoretical construct validity of the test Q-matrix (i.e., the degree of the test Q-matrix fitting the cognitive model) and use the results to evaluate test quality. We can also use …
定义与测量语言水平的基于Irt的潜在类别方法, Tammy D. Tolar, David J. Francis, Paulina A. Kulesz, Karla K. Stuebing
定义与测量语言水平的基于Irt的潜在类别方法, Tammy D. Tolar, David J. Francis, Paulina A. Kulesz, Karla K. Stuebing
Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊
英语学习者(EL) 的状态对决定何时以及如何评估英语学习者的学业成就具有至关重要的意义。在美国， 被指定为英语学习者的学生每年都要接受英语水平(ELP) 的评估，这是一个复杂的构念，其概念的形成 近年来不断发展，以更准确地反映达成学科内容领域成就所需的语言要求，如各个州和州语言评估联盟 (如WIDA和ELPA21) 的标准所反映的那样。本文的目的是探讨使用学科内容领域成就测试来验证掌握语 言水平的标准的可能的作用和效用。具体来说，我们应用混合项目反应模型来识别两类EL学生：(1) 一 类EL学生他的英语语言艺术和数学成就测试题目具有与non-EL相似的难度和区分度参数和(2)另一类是测 试题目功能不同的EL学生。我们使用潜在类别IRT方法来识别两类EL学生，并评估ELP的不同分量表(读、 写、听、说) 对成员分类的影响。只有阅读和写作是成员分类的显著预测因子。基于ELP总分的划界分数 并不是学生成员分类的完美的预测指标，并表明需要在最高水平类别内进行更精细的区分。这项研究证 明了将语言水平的定义与使用语言水平的(评价) 环境联系起来的重要性，并提出了当语言水平标准与学 科内容领域成就所需的语言要求联系起来时，心理测量分析的可能的价值。
A Latent Class Irt Approach To Defining And Measuring Language Proficiency, Tammy D. Tolar, David J. Francis, Paulina A. Kulesz, Karla K. Stuebing
A Latent Class Irt Approach To Defining And Measuring Language Proficiency, Tammy D. Tolar, David J. Francis, Paulina A. Kulesz, Karla K. Stuebing
Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊
English language learner (EL) status has high stakes implications for determining when and how ELs should be evaluated for academic achievement. In the US, students designated as English learners are assessed annually for English language proficiency (ELP), a complex construct whose conceptualization has evolved in recent years to reflect more precisely the language demands of content area achievement as reflected in the standards of individual states and state language assessment consortia, such as WIDA and ELPA21. The goal of this paper was to examine the possible role for and utility of using content area assessments to validate language proficiency mastery …
中国新高考改革中的教育测量理论、方法和技术的应用创新, 梁 正妍, 张 敏强, 黄 菲菲, 康 德荣, 徐 玲玲
中国新高考改革中的教育测量理论、方法和技术的应用创新, 梁 正妍, 张 敏强, 黄 菲菲, 康 德荣, 徐 玲玲
Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊
中国新高考改革为教育测量学的研究者和应用者提供了一个直接参与中国高考改革的契机。因而，对新高考的特点及其所面临的问题进行深入研究，并从理论、方法或技术上给出有针对性的解决方案，不仅利于中国新高考改革的顺利开展，还将拓展和丰富教育测量学的研究和应用。本文针对中国新高考改革中由计分方式和自主选科所带来的考试的稳定性问题、不同年度和“一年两考”分数等值问题，以及如何基于高考数据分析对基础教育教学进行反馈的问题，给出了研讨性的研究成果并提出了相应的建议。
Application Innovation Of Educational Measurement Theory, Method, And Technology In China’S New College Entrance Examination Reform, Zhengyan Liang, Minqiang Zhang, Feifei Huang, Derong Kang, Lingling Xu
Application Innovation Of Educational Measurement Theory, Method, And Technology In China’S New College Entrance Examination Reform, Zhengyan Liang, Minqiang Zhang, Feifei Huang, Derong Kang, Lingling Xu
Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊
China’s new college entrance examination (the new gaokao) reform provides an opportunity for researchers and practitioners of educational measurement to directly participate in the reform. Therefore, conducting in-depth research on the characteristics of the new gaokao and the issues it faces, and finding corresponding solutions theoretically, methodologically, and technically will not only help to deploy the education examination reform smoothly, but also expand and enrich the research and application of educational measurement. This article provides discussions and suggestions on some issues related to the new gaokao reform, including the stability issue of the examination brought by the scoring methods and …
教育高危群体在写作过程上的性别差异研究, Randy E. Bennett, Mo Zhang, Sandip Sinharay
教育高危群体在写作过程上的性别差异研究, Randy E. Bennett, Mo Zhang, Sandip Sinharay
Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊
本研究基于一个中学同等学力测验，考察了教育高危群体在写作过程上的性 别差异。研究涉及了来自美国23个州的合计三万多考生，每一考生均参与了 该语言测验的12副本考卷中的一个。研究借助键盘记录中抽取出的特征推断 背后的写作过程，并将之整合为7个过程指标。研究结果发现女性被试的作文 得分和语言测验总分均领先于男性，但领先程度很微弱。更重要的是，当控 制了语言测验总分、年龄和作文题目后，全部7个过程指标均显示出显著的性 别差异，其中，最突出的指标是流畅性和编辑性的不同方面。当前研究结果 在许多重要方面与先前一些对在校生和成人的研究结果相一致，也与在线和 纸笔写作任务的研究结果相吻合。关于对使用字符类语言(如汉语) 进行写作 的个体如何开展类似研究，文章结尾给出了一些建议。
How Do Educationally At-Risk Men And Women Differ In Their Essay-Writing Processes?, Randy E. Bennett, Mo Zhang, Sandip Sinharay
How Do Educationally At-Risk Men And Women Differ In Their Essay-Writing Processes?, Randy E. Bennett, Mo Zhang, Sandip Sinharay
Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊
This study examined differences in the composition processes used by educationally at-risk males and females who wrote essays as part of a high-school equivalency examination. Over 30,000 individuals were assessed taking 12 forms of the examination’s language arts writing section in 23 US states. Writing processes were inferred using features extracted from keystroke logs and aggregated into seven composite indictors. Results showed females to earn higher essay and total language arts writing scores than males, but only by trivial amounts. More pertinent was that, after controlling for language arts writing score, age, and essay prompt, all seven process indicators showed …