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    Conclusion: The formal test information reaches 31.1548,SE=0.1267,which is accorded with the requirements of the item response theory.
    结论:正式测验的信息量达到31.1548,估计标准误为0.1267,符合项目反应理论的要求。
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  standard error
The pooled weighted sensitivity and specificity of FDT with 95% confidence intervals (95% CI) after correction for standard error were 0.86 (0.80-0.90) and 0.87 (0.81-0.91), respectively.
      
The standard error of determination of the active form of IAA by our method is 1.5-2.0 times less than that using the traditional method.
      
It is shown that the standard error in the measurements does not exceed 0.1log(η).
      
The total relative standard error for applying the method to 20 synthetic samples in the concentration ranges of 20-400 ng/mL Co(II), 60-400 ng/mL Ni(II), and 4-400 ng/mL Cu(II) was 1.53%.
      
However, stochastically independently selected specimens show a larger deviation than the standard error of the calibration.
      
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  standard errors
According to the calculations, the measurement of the levels of, e.g., oil, petroleum products, and underlying water is possible with relative standard errors of the order of 0.1-1%.
      
For most of the stars, the standard errors in the Mg abundances do not exceed 0.07 dex.
      
As the error of aerosol imaginary index is within 0.01, standard errors of aerosol optical depth and vegetation reflectance solutions for 14 spectral channels from 410 nm to 900 nm are respectively less than 0.063 and 0.063 and 0.023.
      
And as the radiance error is within 2%, the standard errors are less than 0.023 and 0.0056.
      
In case of the homogeneous atmosphere, standard errors of the 120060 upward fluxes from the present model are 1.08% and 1.04% for clean and turbid aerosol models, respectively; and those of the downward fluxes are 4.12% and 3.31%.
      
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Objective: Under the guidance of the item response theory,the author designed the mathematics achievement test and provided a subsidiary test for the evaluation of the performance of mathematics of grade 3.Methods: A two-way specification table was designed before the experiment,The Bejar method was carried out on the data collected,the parameter was evaluated by ANOTE software,the research adopted Anchor-test design,and finished the item parameter equating.Results: All the results were in accordance with the...

Objective: Under the guidance of the item response theory,the author designed the mathematics achievement test and provided a subsidiary test for the evaluation of the performance of mathematics of grade 3.Methods: A two-way specification table was designed before the experiment,The Bejar method was carried out on the data collected,the parameter was evaluated by ANOTE software,the research adopted Anchor-test design,and finished the item parameter equating.Results: All the results were in accordance with the request of unidimensionality,the data fitted Three-Parameter Logistic Model,and finally 52 items were selected to constitute the formal test.Conclusion: The formal test information reaches 31.1548,SE=0.1267,which is accorded with the requirements of the item response theory.

目的:尝试在项目反应理论的指导下,编制三年级数学成就测验,为学科学习的评价提供一辅助工具。方法:用贝佳方法检验试测数据单维性,利用ANOTE软件估计项目参数,采用铆测验设计进行参数等值。结果:四套试卷均符合单维性要求,基本拟合三参数逻辑斯蒂克模型,项目拟合度都在90%左右,最终选取52个项目组成正式测验。结论:正式测验的信息量达到31.1548,估计标准误为0.1267,符合项目反应理论的要求。

 
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