Teachers' task demands, students' test expectations, and actual test content.
Teachers' task demands, students' test expectations, and actual test content.
复制标题
教师的任务要求、学生的考试期望、实际的考试内容。
DOI：
10.1348/000709904773839842
复制
发表时间：
2004
期刊：
影响因子：
--
通讯作者：
Gert Rijlaarsdam
中科院分区：
文献类型：
--
作者：
H. Broekkamp;B. V. van Hout;H. van den Bergh;Gert Rijlaarsdam
背景
以往关于教学重要性的研究表明，在即将到来的教师自制测试中，学生和教师在他们认为重要的主题上存在差异。
旨在
本研究旨在探讨学生的考试期望与教师的预期任务要求之间的差异是否可以用实际的考试内容来解释。
样品
参与者是历史教师（N=19）和他们的11年级学生（N=388）。
方法
教师和学生对将在不久的将来进行测试的文本部分的重要性进行了评价。通过多层次分析，评级进行了比较，在测试中的部分发生。
结果
虽然教师认为大部分章节是重要的，只测试了少数章节，但他们的测试仍然包括被评为不重要的章节。然而，此类差异的数量相对较少。被老师评为重要的部分比被评为不重要的部分被纳入测试的概率要高得多。对于学生来说，评分和考试内容之间的对应程度相似，但较低。有趣的是，对于教师认为重要的部分，学生在考试中出现这些部分时比没有出现时给出更高的评分。对于教师认为不重要的部分也是如此。
结论
对于教师和学生来说，感知的任务要求和测试内容之间的对应关系是有限的。此外，学生对任务要求的感知对教师预期的任务要求和测试要求之间的差异有一定的补偿作用。
BACKGROUND
Previous studies on instructional importance show that individual students and their teachers differ in the topics that they consider important in the context of an upcoming teacher-made test.
AIMS
This study aimed to examine whether such differences between students' test expectations and teachers' intended task demands can be explained by the actual test content.
SAMPLES
Participants were history teachers (N=19) and their 11th-grade students (N=388).
METHOD
Teachers and students rated the importance of text sections that would be tested in the near future. By means of multilevel analysis, ratings were compared with the occurrence of sections in the tests.
RESULTS
Although teachers considered a majority of sections as important and tested only a minority of the sections, their tests still included sections rated as unimportant. The number of such discrepancies, however, was relatively small. Sections the teachers rated important had a much higher probability of being included in the test than sections rated unimportant. For students, a similar but lower degree of correspondence between ratings and test content was found. Interestingly, for sections that teachers considered important, students more often gave a higher rating when these sections appeared in the test than when they did not. The same holds for sections that teachers considered unimportant.
CONCLUSIONS
For both teachers and students there is a limited correspondence between perceived task demands and test content. Furthermore, students' perceptions of task demands show a compensation for some of the differences between their teachers' intended task demands and the test demands.
具有随机效应的多元离散比例风险模型的高效半参数贝叶斯估计
DOI：
--
发表时间：
2009
期刊：
Communications in Statisteics-Theory and Methods Vol.38No.1
影响因子：
--
作者：
中山武憲;小川英治;Y. Omori and R. A. Johnson
通讯作者：
Y. Omori and R. A. Johnson