共查询到20条相似文献,搜索用时 125 毫秒
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高考不是儿戏。就目前来看,高考仍是最公正、公平、客观选拔人才的最佳方式,所以我们必须面对高考、勇于高考、善于高考。新课标实施以来,高考考纲日益规划化、要求逐渐提高,原有高考语文试卷题型也随之更新。怎样才能适应新课标教学,提高高三的语文教学质量,如何在较短时间内使学生整体进步、有效提升呢?“五化”教学法也许能给您带来些许启迪。 相似文献
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实用类文本阅读是高考语文试卷中所占篇幅很大的一部分,也是所占分值很高的一部分,抓好这一部分的复习,提升学生的阅读能力,对于整张试卷的成绩的提高,显得尤为重要。因此,在高三进入系统复习时,统筹规划了复习方案。具体实施如下: 相似文献
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研究从金钱补偿的视角考察社会排斥对不确定性决策的影响以及金钱激励的调节作用。实验发现,有金钱激励时,被排斥者在爱荷华赌博任务(Iowa gambling task,IGT)中的行为分数(组块2和3的选牌净分数和总的盈利分数)显著高于社会接纳者,表现为风险规避; 在无金钱激励时,被排斥者在IGT任务中的行为分数(组块4和5的选牌净分数和总的盈利分数)显著低于被接纳者,表现为风险寻求。实验结果表明社会排斥对不确定性决策的影响受到金钱激励的调制。 相似文献
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从多元概化理论看高考综合能力测试的改进 总被引:10,自引:0,他引:10
通过多元概化理论的研究发现,高考综合能力测试(2001,广东)的总体信度达到了可以接受的水平(0.784)。但测验中各部分对总方差的贡献程度与预定的赋分比例有较大差距。其中,地理和政治的贡献度偏低,化学和历史的贡献度偏高。这表明有(历史和化学)偏科特点的考生得到了较高的综合分数。又经决策(D)研究发现,增加地理部分的题量会反常地降低测验的总体信度,这说明有不少高分考生答错或主动放弃了地理科题目。因此,如何有效控制各部分的实际贡献程度、避免负面导向是当前高考综合能力测试亟待解决的问题。 相似文献
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教师资格考试是国家教育规划纲要确定的改革项目之一。本文运用多元概化理论对中小学教师资格考试笔试科目《综合素质》(中学)试卷的测量信度、试卷总分合成、试卷结构优化等问题进行探讨。研究发现:本次测试的测量信度较高,为0.707;各测量分项对全域总分的方差贡献比例与试卷赋分意图基本一致,除写作能力外,其余部分误差在7%以内;可以采取减少客观题数量,增加主观题数量的方式来提高信度。 相似文献
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This article reports an example of guidance research to improve student decision-making. Each of 278 students in a recent high school graduating class in Palo Alto was classified according to the criterion of highest level of college (in terms of academic preparation required for entrance) by which he had been accepted. A correlation analysis indicated that the criterion could be predicted almost as accurately from test scores and grades available at the end of Grade 9 as from data available in grades 11 and 12. The criterion data and the 9th grade data were incorporated into an experience table for use by 9th graders in determining how rigorous a high school program a student would need for entrance into the highest level of college by which he might eventually be accepted. An additional analysis indicated that many of the poorer students took far more college preparatory courses than they needed for college entrance purposes. 相似文献
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We investigated the influence of social-cognitive factors on students' success on college entrance exams in South Korea. Subjects were 291 college freshmen attending either a prestigious or a less prestigious college. They completed a self-report questionnaire assessing perceived parental control, fear of failure, anxiety, self-efficacy, and time management skills. The results showed that parental psychological control had debilitating effects and self-efficacy had facilitating effects on the performance on the college entrance exam for all students. Fear of failure positively influenced the performance of the students in the less prestigious college but not in the more prestigious college. In addition, comparison of the two colleges revealed that students attending the prestigious college used better time management skills than students attending the less prestigious college. Further, students in the prestigious college tended to be from families with a higher SES level than students attending the less prestigious college. Information is provided to students, parents, and teachers regarding alternative methods for preparing for college entrance exams. 相似文献
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为了评价和改进硕士研究生入学考试一般能力测试的写作评分,研究者采用概化理论和多面Rasch分析对113位考生的写作样本的评分误差来源、评分信度等进行了探讨.概化理论研究显示,评分者和题目对评分准确性影响不大,以两道写作题的考试设计而言,评分者为2人即可保证评分信度在0.75以上.多面Rasch分析显示,评分者宽严度的估计值及其误差均在可接受的范围内,评分者之间在宽严度上不存在显著差异,且评分者自身在评分时总体上比较稳定.但个别评分者在特定考生特定题目上表现出特殊偏向.概化理论和多面Rasch分析丰富了写作评分研究的量化指标,证实了硕士研究生入学考试一般能力测试的写作评分具有较高的信度. 相似文献
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John W. French 《Psychometrika》1948,13(4):271-277
In order to raise the predictive efficiency of its college entrance test battery, the Educational Testing Service is working on the development of non-academic measures to supplement the standard aptitude and achievement examinations. A test of difficult number series problems was set up to measure persistence by tempting the students to give up early; the students were informed that some of the problems had no solution, and that full credit would be received by so marking them. This test was tried out and found to have some correlation with grades, while having no correlation with the other tests. Adding this test to the battery showed an appreciable rise in the battery's multiple correlation with grades. 相似文献
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Kimberly A. Barchard Jane Bajgar Duncan Ermini Leaf Richard D. Lane 《Behavior research methods》2010,42(2):586-595
The Levels of Emotional Awareness Scale (LEAS; Lane, Quinlan, Schwartz, Walker, & Zeitlan, 1990) is the most commonly used
measure of differentiation and complexity in the use of emotion words and is associated with important clinical outcomes.
Hand scoring the LEAS is time consuming. Existing programs for scoring open-ended responses cannot mimic LEAS hand scoring.
Therefore, Leaf and Barchard (2006) developed the Program for Open-Ended Scoring (POES) to score the LEAS. In this article,
we report a study in which the reliability and validity of POES scoring were examined. In the study, we used three participant
types (adult community members, university students, children), three LEAS versions (paper based, computer based, and the
LEAS for children), and a diverse set of criterion variables. Across this variety of conditions, the four POES scoring methods
had internal consistencies and validities that were comparable to hand scoring, indicating that POES scoring can be used in
clinical practice and other applied settings in which hand scoring is impractical. 相似文献
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To test the hypothesis that higher scores on alexithymia are associated with reduced tolerance for cold pressor pain, 116 college undergraduates completed the Toronto Alexithymia Scale-20 of Bagby, Parker and Taylor and engaged in the cold pressor test. Their alexithymia scores were not associated with tolerance for cold pressor pain, suggesting that individuals scoring high on alexithymia do not show a general hypersensitivity to a cold stimulus. 相似文献
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Mary S. Masters 《Memory & cognition》1998,26(3):444-448
Men score higher than women on the Mental Rotations test (MRT), and the magnitude of this gender difference is the largest of that on any spatial test. Goldstein, Haldane, and Mitchell (1990) reported finding that the gender difference on the MRT disappears when “performance factors” are controlled— specifically, when subjects are allowed sufficient time to attempt all items on the test or when a scoring procedure that controls for the number of items attempted is used. The present experiment also explored whether eliminating these performance factors results in a disappearance of the gender difference on the test. Male and female college students were allowed a short time period or unlimited time on the MRT. The tests were scored according to three different procedures. The results showed no evidence that the gender difference on the MRT was affected by the scoring method or the time limit. Regardless of the scoring procedure, men scored higher than women, and the magnitude of the gender difference persisted undiminished when subjects completed all items on the test. Thus there was no evidence that performance factors produced the gender difference on the MRT. These results are consistent with the results of other investigators who have attempted to replicate Goldstein et al. ’s findings. 相似文献
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《International Journal of Testing》2013,13(2):131-141
A hybrid procedure for number correct scoring is proposed. The proposed scoring procedure is based on both classical true-score theory (CTT) and multidimensional item response theory (MIRT). Specifically, the hybrid scoring procedure uses test item weights based on MIRT and the total test scores are computed based on CTT. Thus, what makes the hybrid scoring method attractive is that this method accounts for the dimensionality of the test items while test scores remain easy to compute. Further, the hybrid scoring does not require large sample sizes once the item parameters are known. Monte Carlo techniques were used to compare and contrast the proposed hybrid scoring method with three other scoring procedures. Results indicated that all scoring methods in this study generated estimated and true scores that were highly correlated. However, the hybrid scoring procedure had significantly smaller error variances between the estimated and true scores relative to the other procedures. 相似文献
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Sandra Kelton Pitts 《Reading Psychology》2013,34(1):35-42
In a small, private college in the Southwest, underprepared college freshmen in one basic skills English class participated in a projected in which selected short stories, essays, and poems were read aloud to the class while the students followed along with text in hand. Pre‐ and post‐test semester reading scores did not indicate as much gain as the staff had hoped, but excellent gains at the discourse and paragraph levels were achieved in final essays when compared to the students' initial essay production. 相似文献
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学习压力引发不良情绪的咨询案例 总被引:1,自引:0,他引:1
来访者由于受高中复读经历的影响,学习压力大,睡眠质量差,抑郁伴随焦虑。采用合理情绪疗法让来访者与其不合理信念进行辩论,帮助其识别自己的不合理信念并代之以合理的信念,最终制定了考研计划。 相似文献