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记分体制
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     Multilateral Trading System
     多边贸易体制
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     Score Test
     记分检验
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     5. system limitations;
     5. 体制缺陷。
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  scoring systems
Trauma-specific scoring systems reveal higher risk of death estimates: mean ISS = 26.3 (RODISS = 20%), mean RTS = 6.38 (RODRTS = 6 - 13%), and mean TRISS = 0.78 (RODTRISS = 22%).
      
A parallel assessment of trauma-specific scoring systems like TRISS should always accompany risk of death estimates in these type of patients.
      
Scoring systems for early diagnosis of postoperative and wound sepsis have already been developed for groups of surgical patients.
      
Daily measurement of scoring systems did not improve outcome prediction.
      
Conclusion: Outcome predicition was reliable in all three scoring systems, there was no significant difference in the area under the ROC curve in all scores.
      
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This paper starts from defining the construct to be measured in the CET tests, predicted by the necessity of ensuring the reliability and validity of a test. Since the test results are usually reported in the form of test scores, they must be interpretable, which involves the use of a certain scoring system. In large scale standardized tests, the test scores, before release, have to undergo a series of transformation processes, including score weighting, score equating, and score normalization, etc., in order...

This paper starts from defining the construct to be measured in the CET tests, predicted by the necessity of ensuring the reliability and validity of a test. Since the test results are usually reported in the form of test scores, they must be interpretable, which involves the use of a certain scoring system. In large scale standardized tests, the test scores, before release, have to undergo a series of transformation processes, including score weighting, score equating, and score normalization, etc., in order to provide as much feedback information as possible to the end users of the test. The authors then explain in detail how the CET test scores are interpreted and used.

本文作者从考试的效度和信度出发 ,论证了设计一项有效考试必须首先定义所要测量的语言能力结构。由于考试结果通常用分数来表达 ,因此作为科学的考试其分数必须具有可解释性 ,分数解释又涉及记分体制。为了使分数带有大量信息 ,便于用户使用 ,大规模标准化考试在最终报道考试成绩前 ,分数要经过加权处理、等值处理、正态化转换等一系列转换过程。作者接着说明了大学英语四、六级考试的分数解释和分数使用。

As test results are usually reported in the form of test scores,they must be interpretable,which involves the use of a certain scoring system.In large sc ale standardized tests,the test scores,before release,have to undergo a series of transformation processes,including score weighing,score equating and score normalization etc.T he author of this paper and the terms concerned in English testing explains in detail how th ese scores are interpreted and discu ssed.

由于考试结果通常用分数来表示,因此考试的分数必须具有可解释性。而分数解释又涉及记分体制,为了使分数带有大量的信息,考试成绩在最终报道前,总要经过加权处理,等值处理,正态转换等一系列转换分析过程。作者对随之产生的有关英语测试的专业术语进行了详细的介绍,对其使用过程和作用作了详尽的分析。

 
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