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试题区分度
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  “试题区分度”译为未确定词的双语例句
     Methods: The 5 parameters of item bank were decided by the synthetic evaluation and systematic cluster method.
     方法:根据卫生统计学教学大纲和新疆医科大学题库建设的有关文件和手册,采用综合评价法和系统聚类分析等统计手段,确定卫生统计学题库所包含的五个参数(知识点、认知分类、试题类型、试题难度和试题区分度)的内容。
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     The average discrimination coefficient of the test paper is 0.4934. Among the choice items, there are 9.61 percent, 66.54 percent, 12.43 percent and 11.42 percent of them which respectively belong to best discrimination ones, better discrimination ones, usual discrimination ones and ugly discrimination ones.
     试卷的平均区分度为0.493 4,选择题中有9.61%的试题区分度好,66.54%的试题区分度良,12.43%的试题区分度尚可,11.42%的试题区分度差;
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     Conclusion This test had moderate difficulty,and satisfactory discrimination and reliability.
     结论试题难度适中、分度和信度好。
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     Improving the Reliability and Differentiation of Speciality Courses so as to Ensure the Graduate Student's Training Quality
     提高业务课试题信度效度和分度,确保研究生培养质量
短句来源
     Reliability, validity, degree of difficulty, distinguishability are four indexes to evaluate the quality of question bank.
     信度、效度、难度、分度为检验试题试题质量好坏的指标.
短句来源
     The reliability,validity,difficulty degree and distinction degree are the important index to evaluate an examination.
     信度、效度、试题的难度和分度是评价一个测量是否优良的重要指标。
短句来源
     Quality evaluation was conducted in degree of difficulty, distinguishability, reliability, validity.
     根据所得结果,从试题的难度、分度信度及效度方面进行了质量评价.
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When a question bank has been formed, further studies are needed for its perfection step by step. Reliability, validity, degree of difficulty, distinguishability are four indexes to evaluate the quality of question bank. Degree of difficulty and distinguishability were examined in this study. The results indicated that there was no close relation between degreeof difficulty and distinguishability and distinguishability was higher when degree of difficulty was moderate. It is suggested that the index of degree...

When a question bank has been formed, further studies are needed for its perfection step by step. Reliability, validity, degree of difficulty, distinguishability are four indexes to evaluate the quality of question bank. Degree of difficulty and distinguishability were examined in this study. The results indicated that there was no close relation between degreeof difficulty and distinguishability and distinguishability was higher when degree of difficulty was moderate. It is suggested that the index of degree of difficulty of sports medicine exam be 0.5-0.85. According to the index of distinguishability, exam questions can be divided into four types. The study made specific analysis on some exam questions. Dis tinguishability of diffe ent type of exam questions was discussed and suggestions to improve distinguishability were made.

试题库建立后,应对试题的科学性进行研究,以使其逐步完善.信度、效度、难度、区分度为检验试题库试题质量好坏的指标.本文对试题的难度和区分度进行了初步探讨.认为试题的难度与区分度无相关意义,难度适中者,区分度较高,提出运动医学试题难度指数以0.5-0.85为宜.按区分度指数可将试题分为四类,文章中对部分试题进行了具体分析.同时,还初步探讨了各种不同类型试题的区分度,对区分度较差的试题提出了改进意见,可供修改运动医学试题库参考.

Objective: To construct the General Administrative Aptitude Test (GAAT) for the government functionary. Methods: The content and structure of the GAAT were established by the method of work analysis, and use of the GAAT in actual entrance examinations. Reliability and validity of the GAAT were examined by test-retest, group comparison, correlation and factor analyses. Results: The overall difficulty of the test was 0.538, the discrimination of all items was over 0.20. There were middle or lower coefficients...

Objective: To construct the General Administrative Aptitude Test (GAAT) for the government functionary. Methods: The content and structure of the GAAT were established by the method of work analysis, and use of the GAAT in actual entrance examinations. Reliability and validity of the GAAT were examined by test-retest, group comparison, correlation and factor analyses. Results: The overall difficulty of the test was 0.538, the discrimination of all items was over 0.20. There were middle or lower coefficients of correlation between the subscale scores (0.2143~0.4909), but the coefficients of correlation between the subscales and the overall scores were higher(0.5858~0.8326). There were two main factors revealed by factors analysis of the subscales, and four main factors by factor analysis of subtests. The homogeneity reliability of GAAT was 0.932; correlation of retesting after one month was 0.836. There were some discrepancies with respect to age, sex, and education level, but the scores of GAAT on the discrepancies were not very high (1-6). There was obvious correlation between the GAAT and CAITG. Comparison of the two government functionaries' groups on their manifest work and actual abilities showed that the first group that had an entrance examination had higher working quantity and quality, mastery in knowledge and cognizing ability. Conclusion: The structure of the GAAT is reasonable, and its reliability and validity meet the need of psychometrics.

目的:为省、地(市)级公务员录用考试编制“一般行政能力倾向测验”(简称GAAT)。方法:通过工作分析等方法确定GAAT的内容和结构,经实际使用后进行结构及内容分析,并作信度和效度检验。结果:测验总体难度为0538,试题的区分度>0.2;各分量表间存在中、低度相关(0.2143~04909),与总分的相关较高(05858~08326);按分量表进行因素分析得两个特征值>1的因素,按分测验进行因素分析得四个特征值>1的因素。GAAT的α系数为0932,分量表为0882~0935;间隔一个月的重测相关为0836。被试在GAAT的总分和一些分量表中存在着年龄、性别及学历间的差异,但分值差异不大(1~6分);GAAT的总分及分测验与长—鞍团体智力测验的总IQ及三个因素间明显相关;经考试录用的公务员的工作业绩及实际能力优于非考试录用者。结论:GAAT包含了公务员基本能力倾向的测量内容;量表的结构合理,内部一致性及稳定性较好,达到了心理测量学的基本要求;以有关的内容和测验等作效标证明了GAAT的有效性。

To investigate the quality of college-wide tests for non-English majors, two samples of such test papers are analyzed with reference to modern testing theory and associated criteria, one taken by 1185 grade-one students and the other by 976 grade-two students. A statistical review of the score characteristics from the two tests is followed by discussion of aspects like item structure, inter-correlation between sections, indexes of difficulty and item discrimination , with a view to bringing strengths and weaknesses...

To investigate the quality of college-wide tests for non-English majors, two samples of such test papers are analyzed with reference to modern testing theory and associated criteria, one taken by 1185 grade-one students and the other by 976 grade-two students. A statistical review of the score characteristics from the two tests is followed by discussion of aspects like item structure, inter-correlation between sections, indexes of difficulty and item discrimination , with a view to bringing strengths and weaknesses of such achievement tests to the attention of English teachers and test developers, so that subsequent measures can be adopted to improve the test quality.

大学英语教学考试是高等教育课程中必不可少的内容。然而,多年来很少有人关注这类考试的质量情况。本文首先讨论有关现代测试理论对语言测试质量的要求,再分别对两份全校使用的英语教学考试试卷进行统计分析,通过与理论标准的对照,发现英语常用试卷在试卷结构、试卷内各部分之间的相关系数、试题难度、试题区分度等方面存在不少问题。这些问题应该得到应有的重视和改进,否则高等教育所给予学生的外语成绩评价就远远谈不上科学、客观和公正。

 
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