The Summary of the Limit Method in the Mathematics of Entrance Examination

2021 ◽  
Vol 11 (05) ◽  
pp. 973-978
Author(s):  
晓静 徐
Keyword(s):  
Entrance Examination

Tracking and Targeting: Investigating Item Performance on the English Section of a University Entrance Examination over a 4-Year Period

2008 ◽  
Vol 30 (1) ◽  
pp. 105
Author(s):  
Christopher Weaver ◽  
Yoko Sato
Keyword(s):  
Test Performance ◽  
Systematic Approach ◽  
Rating Scales ◽  
Item Difficulty ◽  
Language Skills ◽  
Measurement Theory ◽  
Entrance Examination ◽  
University Admissions ◽  
Entrance Examinations ◽  
National University

This empirical study introduces population targeting and cut-off point targeting as a systematic approach to evaluating the performance of items in the English section of university entrance examinations. Using Rasch measurement theory, we found that the item difficulty and the types of items in a series of national university entrance examinations varied considerably over a 4-year period. However, there was progress towards improved test performance in terms of an increased number of items assessing different language skills and content areas as well as an increased number targeting test takers’ knowledge of English. This study also found that productive items rather than receptive items better targeted test takers’ overall knowledge of English. Moreover, productive items were more consistently located around the probable cut point for university admissions. The paper concludes with a detailed account of a number of probable factors that could influence item performance, such as the use of rating scales. 本論文では、ある国立大学における大学入試の英語の問題の変化を実証的に検証したものである。テスト項目の結果を検証するための体系的なアプローチとして、「母集団を対象としたアプローチ」および「足きり点を対象としたアプローチ」という方法を導入した。ラッシュ・モデリングを用いて分析した結果、過去４年間の間に、項目の困難度および項目の型について、様々な技能を測定していること、内容も多様であること、英語の知識を検証している項目が増えたこと、などの点で大きく変化していることがわかった。さらに、産出能力の方が受容能力を測定する項目よりも入学者決定の際の足きり点の周辺に収束する傾向が見られた。項目ごとの成績に影響を及ぼす可能性のある多様な要因について詳細な検討を行った。

scholarly journals Doctors as disseminators? Practicing physicians as multipliers for community-based prevention networks in a large city in western Germany

2021 ◽  
Author(s):  
Katharina Kreffter ◽  
Simon Götz ◽  
Stefanie Lisak-Wahl ◽  
Thuy Ha Nguyen ◽  
Nico Dragano ◽  
...  
Keyword(s):  
Parental Education ◽  
Information Sources ◽  
Information Source ◽  
Entrance Examination ◽  
Parenting Skills ◽  
Language Therapy ◽  
Community Based ◽  
Social Differences ◽  
Immigrant Background ◽  
Practicing Physicians

Abstract Aim Practicing physicians have a special position as disseminators of community-based prevention for children. However, it is unclear to what extent physicians inform parents about programs. The study investigated: To what extent do physicians disseminate information about community-based prevention for children aged 0–7? Do differences exist along family’s socioeconomic position (SEP) and immigrant background? Subject and methods We conducted a retrospective cohort study in a German school entrance examination. Parents were invited to participate in a survey on community-based prevention with information about their awareness and information source. SEP was measured by parental education, immigrant background by country of birth. For nine services types, we counted how often parents named physicians and other professional groups as information sources. To estimate social differences, we calculated adjusted odds ratios (OR) with 95% confidence interval (CI). Results Survey participants included 6480 parents (response 65.49%). Compared to other information sources, physicians were mentioned less frequently. For example, regarding language therapy, 31.2% of parents were informed by healthcare/social services, and 4.4% by physicians. Lower educated parents were less frequently informed by physicians about counseling services (OR 0.58; 95% CI 0.46–0.73) compared to higher educated parents. Parents with immigrant background were informed less often about parenting skills courses (OR 0.79; 95% CI 0.70–0.90) compared to parents without immigrant background, but more often about language therapy (OR 1.47; 95% CI 1.13–1.91). No further social differences were observed. Conclusion The role of physicians as disseminators for community-based prevention is expandable. They should promote parenting skills courses in a socially sensitive way.

Application of preschool education major in applied universities based on multimedia technology research on process management innovation in teaching process

2021 ◽  
pp. 002072092098504
Author(s):  
Zhaojun Pang
Keyword(s):  
Process Management ◽  
Preschool Education ◽  
Entrance Examination ◽  
Multimedia Technology ◽  
Management Innovation ◽  
College Entrance Examination ◽  
Education Management ◽  
Education Major ◽  
Innovative Research ◽  
Practical Teaching

With the development of education, education management, innovation and practice have become very important concerns. This paper proposes an innovative research on the process management of practical teaching links in pre-school education based on multimedia technology. At present, the preschool education major is deeply loved by college students. Many students who have just finished the college entrance examination want to apply for this major. However, due to the popularity of people in this profession, many colleges have exposed many problems in the teaching management. At present, for the problems existing in the practice teaching links of various universities, the current situation at this time urgently requires innovative research on process management. In this paper, if we want to do a good job in this aspect, we should establish a practical teaching system that is suitable for applied universities in preschool education, use multimedia technology to adjust practical teaching objectives from outstanding features, focusing on capacity building, and increasing investment. Intensify, improving the construction of practical teaching bases, increase the use of practical teaching bases, build a reasonable team of practical teaching faculty, strengthen the management of practical teaching links, ensure the smooth development of practical teaching, etc.

Introducing integrated language skills assessment at the language department of a Czech university

2021 ◽  
Vol 11 (1) ◽  
pp. 253-262
Author(s):  
Laura Haug
Keyword(s):  
Language Proficiency ◽  
Integrated Assessment ◽  
Trinity College ◽  
Bachelor's Degree ◽  
Entrance Examination ◽  
Medium Of Instruction ◽  
Biological Chemistry ◽  
High Stakes ◽  
The Czech Republic ◽  
Independent Assessment

Abstract Integrated assessment evaluates language proficiency through tasks that require the test-taker to produce a written or spoken output based on listening or reading comprehension (reading or listening-into-writing or speaking). Since integrated assessment aims at reflecting the communicative and cognitive requirements of academic life and other professions, it is considered a means of assessment that is both authentic and valid. Examples of integrated tests can be found in high-stakes examinations at universities with English as the medium of instruction, and in the standardised high-stakes examinations offered by ETS, Pearson Education and Trinity College London. This report provides an example of integrated assessment in action by describing a currently used integrated test developed at the Language Department of the Faculty of Science, University of South Bohemia in the Czech Republic. Since 2018, this particular integrated test has served as the entrance examination for Biological Chemistry (EEBC), a bachelor’s degree course delivered entirely in English. By detailing the rationale behind the examination and the design process, this report aims to show that integrated assessment can provide a valid alternative to independent assessment at the tertiary level.

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