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   项目功能差异 在 教育理论与教育管理 分类中 的翻译结果: 查询用时:0.118秒
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项目功能差异    
相关语句
  differential item functioning
    In this study,we examine the validity equivalence between the Chinese and English versions of the IEA (International Association for the Evaluation of Educational Achievement) Child Cognitive Developmental Status Test, through unidimensional and multidimensional analysis of differential item functioning (DIF).
    本研究旨在从一维和多维的角度检测国际教育成效评价协会(IEA)儿童认知发展状况测验中中译英考题的项目功能差异(DIF)。
短句来源
    Objective To detect the differential item functioning (DIF) using Item Response Theory graded model between the gender of college freshmen on a measure of emotion adaptation, witch is a subscale of “Student Adaptation to College” Questionnaire, and then discuss the impact of DIF.
    目的探讨项目功能差异(DIF)在研究大学新生情绪适应性性别差异中的作用。
短句来源
  differential item functioning
    In this study,we examine the validity equivalence between the Chinese and English versions of the IEA (International Association for the Evaluation of Educational Achievement) Child Cognitive Developmental Status Test, through unidimensional and multidimensional analysis of differential item functioning (DIF).
    本研究旨在从一维和多维的角度检测国际教育成效评价协会(IEA)儿童认知发展状况测验中中译英考题的项目功能差异(DIF)。
短句来源
    Objective To detect the differential item functioning (DIF) using Item Response Theory graded model between the gender of college freshmen on a measure of emotion adaptation, witch is a subscale of “Student Adaptation to College” Questionnaire, and then discuss the impact of DIF.
    目的探讨项目功能差异(DIF)在研究大学新生情绪适应性性别差异中的作用。
短句来源
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  differential item functioning
Examining differential item functioning due to item difficulty and alternative attractiveness
      
This paper discusses how the approach to differential item functioning presented by Thissen, Steinberg, and Wainer can be implemented for the PARELLA model.
      
In addition, conditions under the general CLORs model are studied for the investigation of differential item functioning (DIF) by means of the Mantel-Haenszel procedure.
      
Through differential item functioning (DIF)statistical approach, possible gender biases were analyzed.
      
The items that exhibited consistent differential item functioning in relation to language during pre-testing are reviewed in order to discuss the linguistic factors that could affect such behaviour.
      
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  dif
This corresponds to the idea that ROS control apoptosis and mitosis including formation of cell wall, and they are powerful secondary messengers that regulate dif-ferentiation of plastids and the Golgi apparatus in plants.
      
Proteomic analysis methods for characterization of proteins from the salivary gland secretions of the medicinal leech during dif
      
The Substrate Specificity of the Cholinesterase Activity of the Brain of the Sea Pacific Herring (Cluippea pallasi Val) from Dif
      
Structural organization of zinc, nickel(II), and copper(II)0,0'-dicyclohexyl phosphorodithioate complexes as probed by X-Ray dif
      
Investigation into the Heterocoagulation of Two-Component Disperse Systems Containing Nanosized and Submicron Particles with Dif
      
更多          
  differential item functioning
Examining differential item functioning due to item difficulty and alternative attractiveness
      
This paper discusses how the approach to differential item functioning presented by Thissen, Steinberg, and Wainer can be implemented for the PARELLA model.
      
In addition, conditions under the general CLORs model are studied for the investigation of differential item functioning (DIF) by means of the Mantel-Haenszel procedure.
      
Through differential item functioning (DIF)statistical approach, possible gender biases were analyzed.
      
The items that exhibited consistent differential item functioning in relation to language during pre-testing are reviewed in order to discuss the linguistic factors that could affect such behaviour.
      
更多          
  其他


In this study,we examine the validity equivalence between the Chinese and English versions of the IEA (International Association for the Evaluation of Educational Achievement) Child Cognitive Developmental Status Test, through unidimensional and multidimensional analysis of differential item functioning (DIF).The test data from the subjects of 871 Chinese children and 557 American children are analyzed.It was found that half of the items exhibited substantial DIF,suggesting that this test did not show functional...

In this study,we examine the validity equivalence between the Chinese and English versions of the IEA (International Association for the Evaluation of Educational Achievement) Child Cognitive Developmental Status Test, through unidimensional and multidimensional analysis of differential item functioning (DIF).The test data from the subjects of 871 Chinese children and 557 American children are analyzed.It was found that half of the items exhibited substantial DIF,suggesting that this test did not show functional equivalence between the two versions so that the users should be very cautious in using the test to compare group difference between Chinese and American children.On the other hand,approximately half of the DIF items favored American while the other half favored Chinese,suggesting the scale obtained from the raw scores was not seriously biased.Furthermore,the item infit statistics were not sensible to detecting DIF items.Three plausible causes of DIF were speculated.More content knowledge and experiment are needed to explore the causes of DIF.

本研究旨在从一维和多维的角度检测国际教育成效评价协会(IEA)儿童认知发展状况测验中中译英考题的项目功能差异(DIF)。我们分析的数据由871名中国儿童和557名美国儿童的测试数据组成。结果显示,有一半以上的题目存在实质的DIF,意味着这个测验对于中美儿童而言,并没有功能等值。使用者应谨慎使用该跨语言翻译的比较测试结果来比较中美两国考生的认知能力水平。所幸约有半数的DIF题目偏向中国,半数偏向美国,因此利用测验总分所建立的量尺,应该不至于有太大的偏误。此外,题目拟合度统计量并不能足够地检测到存在DIF的题目,还是应该进行特定的DIF分析。我们探讨了三种可能导致DIF的原因,尚需更多学科专业知识和实验来真正解释DIF的形成。

Objective To detect the differential item functioning (DIF) using Item Response Theory graded model between the gender of college freshmen on a measure of emotion adaptation, witch is a subscale of “Student Adaptation to College” Questionnaire, and then discuss the impact of DIF. Methods Exploratory and confirmatory factor analysis was used to confirm that the dimensionality measured in this subscale was unitary. Next procedure MULTILOG was used to detect the DIF items. Results There were two DIF items in the...

Objective To detect the differential item functioning (DIF) using Item Response Theory graded model between the gender of college freshmen on a measure of emotion adaptation, witch is a subscale of “Student Adaptation to College” Questionnaire, and then discuss the impact of DIF. Methods Exploratory and confirmatory factor analysis was used to confirm that the dimensionality measured in this subscale was unitary. Next procedure MULTILOG was used to detect the DIF items. Results There were two DIF items in the five items; in which item 2 was an uniform DIF item while item 4 was a non-uniform item. Conclusions The t-test is not equal to the DIF analysis; The presence of DIF indicates the descending of validity, but that can not be deleted blindly; The respective characteristic in the both gender college students on the emotion adaptation is worth to be regarded.

目的探讨项目功能差异(DIF)在研究大学新生情绪适应性性别差异中的作用。方法先用探索性和验证性因素分析《新生适应性量表》中“情绪适应性”分量表的一维性,再用MULTILOG程序进行DIF探测。结果在5个项目中,共探测出2个DIF项目,其中项目2为一致性DIF项目,项目4为非一致性DIF项目;男女生在“恐惧感”和“浮躁”上有差异。结论DIF的出现意味着效度的降低,但不能盲目地删除DIF项目;男女大学新生在“情绪适应性”上有各自特点。

 
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