成就测验

基于IRT的三年级数学成就测验的编制

Construction of Mathematics Achievement Test for Grade 3rd in IRT

小学低年级数学成就测验的初步编制

The Development of Mathematics Achievement Test for Low Grade of Elementary School

与MATs合并数据库的因素分析结果表明该测验与成就测验为不同结构的测验。

Exploratory Factor Analysis showed that there were different structures in AATMSS and MATs .

方法：长沙市4所中学分层随机抽取的初一至高三学生861人，在一周之内分别团体施测AATMSS与多重成就测验（MATs）。

Methods : Eight hundred and sixty one middle school students were administered AATMSS and the Multiple Achievement Tests ( MATs ) respectively in one week .

4-6年级多重成就测验的编制II：信度考验

Multiple Achievement Tests for Pupils of Grades 4-6 II : Rialibility

7～9年级数学成就测验的初步编制

Primary Construction of Mathematics Achievement Tests for 7 ~ 9 Grades

运用知识工程理论编制成就测验

Developing Achievement Test with Knowledge Engineering Theory

多重成就测验的初步编制

Development of Multiple Achievement Tests

目的：检验多重成就测验的信度和效度。

Objective : To test the reliability and validity of the Multiple Achievement Tests ( MATs ) .

结果显示成就测验和问题解决的后测平均值显著高于前测，表示表徵連接课程能有效帮助学生学习。

Results indicated that students'post-test performance of conceptual construction and problem solving significantly outperformed than their pre-test .

结论：多重成就测验的信、效度指标符合测验学的要求。

Conclusion : The reliability and validity of MATs were verified that they all meet the requirements of psychometrics .

现代教育成就测验的广泛应用，促使题库技术迅速发展。

The wide application of modern psychological measurement promotes the rapid development of the technique of construction of item bank .

多元逐步回归分析结果发现，成就测验成绩变异的44%可由言语记忆及句子记忆的变化来解释。

Stepwise regression analysis showed that significant predictors for the score of The Multiple Achievement Tests were verbal learning and sentence memory subtest .

我国教育领域虽然在成就测验即学绩测验上有不错的研究成果，但在预测性的测验上研究甚少。

However , even though researches on achievement test have achieved great success in the Chinese education field , but there is few research touching upon predictability tests .

实验评价从口头报告、问卷、成就测验等三方面进行。

At the end of the sessions of experiment , an oral report , a questionnaire and an achievement test were held to check the students ' progress .

成就测验就是根据课程标准和教学目标要求编制，用以测量学生对某一学科领域知识、概念、法则等掌握程度的学绩测验。

The achievement test is designed according to the curriculum criterion and teaching aims to measure the students ' mastery of concepts , principle and knowledge in certain fields .

另外，并依据四班学生在「学业自我价值后效量表」以及「成就测验」上之得分，将学生区分为高、低学业自我价值后效与高、低成就组。

Furthermore , the students were divided into high and low ACSW groups by their scores on ACSW Scale and high and low achievement groups by their scores on The Science Article Achievement Test .

预测试确定了用于内隐成就动机测验的属性词和概念词。

The pre-test determined the property words and concept words of the implicit achievement motivation test .

通过对初中学生进行学业成就动机测验，经过因素分析得出影响初中生学习行为动机的三个主要因素：行为取向、心理倾向、价值取向。

Based on the research of learning achievement motivation of junior high school student and analysis of different factor , the author found three major ingredients which have important influence on their achievement motivations : behavior tropism , psychology tropism and value tropism .

四年级数学成就计算机自适应测验（CAT）的初步编制

Primary Construction of Mathematics Achievement Computerized Adaptive Test for Grade 4th

中学生的成就动机、测验焦虑、智力水平与学业成绩关系的探讨

The Relationships of Achievement Motivation Test Anxiety Intelligence and Performance among High School Students

在工作记忆广度测验情境下，以152名中学生为被试，考察成就目标定向、测验焦虑和工作记忆的关系。

152 middle school students were recruited to investigate the relationship among achievement goal orientation , test anxiety and WM .