ISBN:
9783642375927
Language:
English
Pages:
Online-Ressource (XVIII, 358 p. 37 illus, digital)
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Erscheint auch als Pacific Rim Objective Measurement Symposium (2012 : Jiaxing) Pacific Rim Objective Measurement Symposium (PROMS) 2012 Conference Proceeding
Keywords:
Education
;
Education
;
Konferenzschrift 2012
;
China
;
Englischunterricht
;
Sprachtest
;
Rasch-Modell
Abstract:
The Pacific Rim Objective Measurement Symposium (PROMS) is held in Jiaxing, China August 6-9, 2012. Over the past years, PROMS has been promoting the research of and contributing to the development of Rasch Model in one way or another. As early as in 1980s, the ideas and concepts regarding IRT was first introduced into China by Prof. Shichun Gui, and it is Prof. Gui who first conducted with great success the ten-year long (1990-1999) Equating Project for Matriculation English Test (MET) in China. MET is the most influential entrance examination for higher education administered annually to over 3.3 million candidates then. The Equating Project won recognition by Charles Alderson and other foreign counterparts during 1990s. Academically, those were Good Old Days for Chinese testing experts and psychometricians. Then for certain reasons, the equating practice abruptly discontinued. Therefore, in China nowadays, the application of IRT-based software like BILOG, Parscale, Iteman 4 and others to real testing problem solving is confined to an extremely small 'band' of people. In this sense, PROMS2012 meets an important need in that it provides an excellent introduction of IRT and its application. And anyone who is seriously interested in research and development in the field of psychometrics or language testing will find such a symposium to be an excellent source of information about the application of Rasch Model. PROMS2012 focuses on recent advances in objective measurement and provides an international forum on both the latest research in using Rasch measurement and non-Rasch practice
Description / Table of Contents:
Foreword; Acknowledgements; Conference Organizer; Contents; Chapter 1: On the Potential for Improved Measurement in the Human and Social Sciences; 1.1 Introduction; 1.2 Linear Measurement as Practical Geometry; 1.3 Geometry and Natural Law; 1.4 Predictive Construct Modeling; References; Chapter 2: A Pilot Study Based on Rasch into the Appropriateness of the TOEIC Bridge Test for Chinese Students: Status Quo and Prospect; 2.1 Introduction; 2.2 TOEIC Bridge Test; 2.3 The Research Purpose; 2.4 Research Design; 2.4.1 Subjects; 2.4.2 Method; 2.5 Results and Analysis
Description / Table of Contents:
2.5.1 Interpretation of Fig.2.12.5.2 Interpretation of Fig.2.2; 2.6 Concluding Remarks; 2.6.1 The Significances; 2.6.2 The Limitations; 2.6.3 The Suggestions for Follow-Up Improvements; References; Chapter 3: Validating the Model of Predictors of Academic Self-Handicapping Behavior; 3.1 Introduction; 3.2 Methodology; 3.2.1 Introduction; 3.2.2 Sample; 3.2.3 Data Screening of SEQ; 3.2.4 Data Screening of SHQ; 3.3 Analysis of the Measurement Models; 3.3.1 Factorial Validity of the Measurement Model of USE; 3.3.2 CFA and Results of the Measurement Model of USE
Description / Table of Contents:
3.3.3 CFA and Results of the Second Order Measurement Model of USE3.3.4 CFA and Results of the Measurement Model of SHB; 3.4 Analysis of the Main Study; 3.4.1 Adequacy of Causal Structure of the Model of POASH; 3.4.2 The Test of Equivalence of the Structure Model Across Groups; 3.4.2.1 Gender Invariance of the POASH Model; 3.4.2.2 Nationality Status Invariance of the POASH Model; 3.4.3 Summary of the Analysis of the Main Study; 3.5 Discussions; 3.5.1 Discussion; 3.5.2 Implication of the Study; 3.5.3 Conclusion and Recommendations; References
Description / Table of Contents:
4: Implementing Formative Assessment in the Translation Course for English Majors-Taking Beijing Sport University as an Example4.1 Introduction; 4.2 Formative Assessment; 4.2.1 Studies on Formative Assessment Abroad and in China; 4.2.2 Definition, Types and Tools of Formative Assessment; 4.3 Methodology; 4.3.1 Participants; 4.3.2 Methods; 4.3.3 Procedures; 4.3.4 Data Collection; 4.4 Results; 4.4.1 Quantitative Data; 4.4.1.1 Results from Questionnaires; 4.4.1.2 Results from Two Achievement Tests; 4.4.2 Qualitative Data; 4.4.2.1 Students´ Feedback from Assessments, Journals and Interviews
Description / Table of Contents:
4.4.2.2 Teacher´s Feedback via Classroom Observation4.5 Discussion; Appendix A. Questionnaire on Students´ Opinions Toward Formative Assessment in Translation Course; Appendix B. Interview Questions; Appendix C. Pre-test (TEM-8 2002); Part V Translation; Section B English to Chinese; Appendix D. Post-test (TEM-8 1999); Part V Translation; Section B English to Chinese; References; 5: Further Implementation of User Defined Fit Statistics; 5.1 Introduction; 5.2 Generalised Item Response Model and User Defined Fit Statistics; 5.3 Simulations; 5.3.1 Inducing Local Dependence
Description / Table of Contents:
5.3.2 Simulation 1: Testing Violations of Local Independence
Description / Table of Contents:
Acknowledgements -- Poster of PROMS2012 -- A Welcome Message from PROMS Chairman -- A Welcome Message from Xu Xianmin, President of Jiaxing University -- A Welcome Message from Zhang Quan, Dean of Faculty of Foreign Studies, Jiaxing University Conference Organizer -- Sponsors -- Papers -- 1. On the Potential for Improved Measurement in the Human and Social Sciences William P. Fisher, Jr. and A. Jackson Stenner -- 2. A Pilot Study Based on Rasch into the Appropriateness of the TOEIC Bridge Test for Chinese Students: Status Quo and Prospect Zhang Quan, Miao Mingzhu, Zhu Chunyan and Eng Han Tan -- 3. Validating the Model of Predictors of Academic Self-handicapping Behavior Hafsa Mzee Mwita，Mohamad Sahari Nordin and Mohd Burhan Ibrahim -- 4. Implementing Formative Assessment in the Translation Course for English Majors LV Siqi -- 5. Further Implementation of User Defined Fit Statistics Daniel Urbach -- 6. Investigating the Consequences of the Application of Formative Evaluation to Reading-Writing Model Yang Hong, Zhou Hong and Zhao Yan -- 7. Learning by Assessing in an EFL Writing Class Trevor A. Holster，William R. Pellowe, J. Lake1, and Aaron Hahn -- 8. Construction and Evaluation of an Item Bank for an Introductory Statistics Class: A Pilot Study Sieh-Hwa Lin, Pei-Jung Hsieh and Li-Chuan Wu -- 9. The Impact of Unobserved Extreme Categories on Item and Person Estimates ---- A Simulation Study -- Edward Feng Li -- 10. Assessment Report on Reading Literacy in Guangxi Ethnic Minority Region ---- Based on PIRLS 2006 Test Analysis Yu Jing and Luo Dehong -- 11. Extended Mantel-Haenszel Procedure for DIF Detection - A Note on Its Implementation in ACER ConQuest Xiaoxun Sun -- 12. A Research on the Effectiveness of DynEd Computer-assisted English Language Learning -----Taking Ningbo Polytechnic as an Example Huang Jingru and Wu Baixang -- 13. Foreign Language Aptitude Components and Different Levels of Foreign Language Proficiency Among Chinese English Majors Li Lanrong -- 14. Motivation and Arabic Learning Achievement: A Comparative Study between Two Types of Gansu Islamic Schools in China Qiao Juping, Noor Lide Abu Kassim, & Kamal Badrasawi -- 15. Rasch-Based Analysis of Item and Person Fit ---- A language testing practice in Jiaxing University China He Guoxiong and Mu Huifeng -- 16. The contribution of lower-level processing to foreign language reading comprehension with Chinese EFL learners Han Feifei -- 17. Comparing Students’ Citizenship Concepts with Likert-scale Kui Foon Chow -- Abstracts.
Note:
Description based upon print version of record
DOI:
10.1007/978-3-642-37592-7
URL:
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