standardized tests
Say “NO” to Standardized Tests What would you think if you didn’t really know English but were still given an English test based on the standards of an average English speaker? Y ou might not believe it but this problem has occurred commonly for the past few years and will keep on happening if we don’t make a change to it. Standardized tests, which means any test that is administered, scored, and interpreted in a standardized, predetermined manner, are troubling students, troubling teachers, and troubling schools Kids, even newborns, go through standardized tests rapidly nowadays. Kisha Lee, who runs the state-certified Alternative Preschool Solutions in Accokeek, said, “Kids get tested and labeled as soon as they get into kindergarten, they have to pass standardized test from the second they get in. I saw kindergarteners who weren’t used to taking a test, and they fell apart, crying, saying they couldn’t do it. The child who can sit and answer the question correctly is identified as talented.”(Lee, 1) This isn’t healthy for the kids. Scientists who study children’s health issues said that children, at such a young age, shouldn’t be given so much pressure. The fact that the US prepare students for SA T at the age of six is even more unbelievable to them. There are many things we need to learn, and that’s why we are given twenty years to learn it. Six year olds, proven by scientists, don’t have a brain as developed as the brain of a twelve year old, but they are almost forced to take standardized tests. Sternberg has said, “They are assigned a value way beyond what they actually have.”(Sternberg, 2) “A single test can determine grade promotion, a teacher’s salary, and a principle’s job.”(“The”, 2). This strongly pointed out the fact that standardized tests are completely
insane. Its value is assigned far more than what it actually worth. A teacher can’t be fired just because her class got a bad average on a test, it could be the students’fault of not listening. And a youngster can’t be unaccepted just because he or she messed up on a certain subject, that person may be better at other works. And a school can’t be marked as “bad at education”just because the average grade goes down; it may have good teaching materials but less smart students. In fact, it is a vicious cycle. As soon as the school’s reputation goes down, smart students stop studying in that school, and then, more less smart people enter, which then causes the school to be full of less smart people but excellent teaching materials. The less smart people aren’t dumb, they might just be better at another subject. Therefore, I believe that schools should reduce the standardized tests that students take.
After all, standardized tests are proved to be harmful to students. Many people have stood up to oppose but are covered by the majority of people who support it, in which most of them don’t know the harm of standardized tests. Students, especially young kids, are now filled with pressure, we need you to know what the kids are suffering through and show your support. One person can make a great change; you can be the one who makes it.
standardized tests
Say “NO” to Standardized Tests What would you think if you didn’t really know English but were still given an English test based on the standards of an average English speaker? Y ou might not believe it but this problem has occurred commonly for the past few years and will keep on happening if we don’t make a change to it. Standardized tests, which means any test that is administered, scored, and interpreted in a standardized, predetermined manner, are troubling students, troubling teachers, and troubling schools Kids, even newborns, go through standardized tests rapidly nowadays. Kisha Lee, who runs the state-certified Alternative Preschool Solutions in Accokeek, said, “Kids get tested and labeled as soon as they get into kindergarten, they have to pass standardized test from the second they get in. I saw kindergarteners who weren’t used to taking a test, and they fell apart, crying, saying they couldn’t do it. The child who can sit and answer the question correctly is identified as talented.”(Lee, 1) This isn’t healthy for the kids. Scientists who study children’s health issues said that children, at such a young age, shouldn’t be given so much pressure. The fact that the US prepare students for SA T at the age of six is even more unbelievable to them. There are many things we need to learn, and that’s why we are given twenty years to learn it. Six year olds, proven by scientists, don’t have a brain as developed as the brain of a twelve year old, but they are almost forced to take standardized tests. Sternberg has said, “They are assigned a value way beyond what they actually have.”(Sternberg, 2) “A single test can determine grade promotion, a teacher’s salary, and a principle’s job.”(“The”, 2). This strongly pointed out the fact that standardized tests are completely
SPSS中相关术语解释
标准差通常是相对于样本数据的平均值而定的，通常用M±SD来表示，表示样本某个数据观察值相距平均值有多远。 M：平均数（Mean）。 SD：标准差（Standard Deviation）。 MSE：均方误差（Mean Squared Error, MSE），均方误差是各数据偏离真实值的距离平方和的平均数，也即误差平方和的平均数，计算公式形式上接近方差，它的开方叫均方根误差。R2：复平方相关系数(Squared Multiple Correlations)。 σ：标准差是离均差平方和平均后的方根。 CV：变异系数 S2：方差 N：样本个数 数理统计基本字母及其含意 Spss软件中相关字母及其含意 判断相关性，先看p值，看有没有相关性；再看r值，看相关性是强还是弱。 sig是差异性显著的检验值，该值一般与0.05或0.01比较，若小于0.05或者0.01 则表示差异显著。所谓双侧的意思是有可能在大于，有可能小于的，而单侧的意思是只有一边或者大于，或者小于的。 1.在SPSS软件统计结果中，不管是回归分析还是其它分析，都会看到“SIG”， SIG=significance，意为“显著性”，后面的值就是统计出的P值，如果P值0.01 没有意义。 3.在SPSS软件统计结果中，不管是回归分析还是其它分析，都会看到“SIG”， SIG=significance，意为“显著性”，后面的值就是统计出的P值，如果P值0.01 技术文件 技术文件名称：OTN标准简介 ~ 技术文件编号： 版本： 共42页 (包括封面) 【 拟制苑岩 审核 会签 ， 标准化 批准 深圳市中兴通讯股份有限公司 & 信息安全： 本文为公司信息资产，请阅读者注意保密工作，信息安全分类如下： 技术原理属于机密文档，保密期为无限期；开局指导属于内部公开文档；维护经验属于内部公开文档。 发布范围：公司内部 文档更新： 如相关产品文档资料缺乏，统一反馈至，经记录后，分派给相应事业部文档发布管理员，由其组织人员确认并协调编写，审核通过后，由文档发表管理员统一上载归档，并发布新编资料通知。 … 如现有文档存在问题，请将信息反馈至，经记录后，分派给相应事业部文档发布管理员，尤其组织人员进行确认并填写修订记录，确认完成后由文档发布管理员再次记录更新结果，经验证通过后，统一更新相关文档。重大更新应以技术通告形式立即发布周知；常规更新每季度以邮件形式发布周知。 修订记录 目录 1 引言...................................................... 错误!未定义书签。 编写目的.......................................... 错误!未定义书签。 预期的读者和阅读建议.............................. 错误!未定义书签。 文档约定.......................................... 错误!未定义书签。 2 术语、定义和缩略语........................................ 错误!未定义书签。 3 参考文档.................................................. 错误!未定义书签。 4 背景介绍.................................................. 错误!未定义书签。 背景.............................................. 错误!未定义书签。 5 OTN标准简介............................................... 错误!未定义书签。 OTUk帧的结构...................................... 错误!未定义书签。 OTUk开销.................................. 错误!未定义书签。 OTUk的FEC ................................. 错误!未定义书签。 OTUk帧的加扰.............................. 错误!未定义书签。 ODUk的帧结构...................................... 错误!未定义书签。 ODUk的PM开销.............................. 错误!未定义书签。 ODUk的TCM开销............................. 错误!未定义书签。 ODUk中的其他开销.......................... 错误!未定义书签。 OPUk的帧结构...................................... 错误!未定义书签。 OPUk开销.................................. 错误!未定义书签。 和映射有关的OPUk开销...................... 错误!未定义书签。 OTN的维护信号（Maintenance signals）.............. 错误!未定义书签。 常见的维护信号............................ 错误!未定义书签。 OTUk的维护信号............................ 错误!未定义书签。 ODUk的维护信号............................ 错误!未定义书签。 客户信号的映射.................................... 错误!未定义书签。 Mapping of CBR2G5, CBR10G and CBR40G signals ., STM-16/64/256) into OPUk 错误!未定义书签。 10GE（）业务到OTU2的映射.................. 错误!未定义书签。 4个ODU1到1个OPU2的映射（Mapping ODUk signals into the ODTUjk signal）错误!未定义书签。 同步映射和异步映射的比较.................. 错误!未定义书签。 Designation:D256–10 Standard Test Methods for Determining the Izod Pendulum Impact Resistance of Plastics1 This standard is issued under the?xed designation D256;the number immediately following the designation indicates the year of original adoption or,in the case of revision,the year of last revision.A number in parentheses indicates the year of last reapproval.A superscript epsilon(′)indicates an editorial change since the last revision or reapproval. This standard has been approved for use by agencies of the Department of Defense. 1.Scope* 1.1These test methods cover the determination of the resistance of plastics to“standardized”(see Note1)pendulum-type hammers,mounted in“standardized”machines,in break-ing standard specimens with one pendulum swing(see Note2). The standard tests for these test methods require specimens made with a milled notch(see Note3).In Test Methods A,C, and D,the notch produces a stress concentration that increases the probability of a brittle,rather than a ductile,fracture.In Test Method E,the impact resistance is obtained by reversing the notched specimen180°in the clamping vise.The results of all test methods are reported in terms of energy absorbed per unit of specimen width or per unit of cross-sectional area under the notch.(See Note4.) N OTE1—The machines with their pendulum-type hammers have been “standardized”in that they must comply with certain requirements, including a?xed height of hammer fall that results in a substantially?xed velocity of the hammer at the moment of impact.However,hammers of different initial energies(produced by varying their effective weights)are recommended for use with specimens of different impact resistance. Moreover,manufacturers of the equipment are permitted to use different lengths and constructions of pendulums with possible differences in pendulum rigidities resulting.(See Section5.)Be aware that other differences in machine design may exist.The specimens are“standard-ized”in that they are required to have one?xed length,one?xed depth, and one particular design of milled notch.The width of the specimens is permitted to vary between limits. N OTE2—Results generated using pendulums that utilize a load cell to record the impact force and thus impact energy,may not be equivalent to results that are generated using manually or digitally encoded testers that measure the energy remaining in the pendulum after impact. N OTE3—The notch in the Izod specimen serves to concentrate the stress,minimize plastic deformation,and direct the fracture to the part of the specimen behind the notch.Scatter in energy-to-break is thus reduced. However,because of differences in the elastic and viscoelastic properties of plastics,response to a given notch varies among materials.A measure of a plastic’s“notch sensitivity”may be obtained with Test Method D by comparing the energies to break specimens having different radii at the base of the notch. N OTE4—Caution must be exercised in interpreting the results of these standard test methods.The following testing parameters may affect test results signi?cantly: Method of fabrication,including but not limited to processing technology,molding conditions,mold design,and thermal treatments; Method of notching; Speed of notching tool; Design of notching apparatus; Quality of the notch; Time between notching and test; Test specimen thickness, Test specimen width under notch,and Environmental conditioning. 1.2The values stated in SI units are to be regarded as standard.The values given in parentheses are for information only. 1.3This standard does not purport to address all of the safety concerns,if any,associated with its use.It is the responsibility of the user of this standard to establish appro-priate safety and health practices and determine the applica-bility of regulatory limitations prior to use. N OTE5—These test methods resemble ISO180:1993in regard to title only.The contents are signi?cantly different. 2.Referenced Documents 2.1ASTM Standards:2 D618Practice for Conditioning Plastics for Testing D883Terminology Relating to Plastics D3641Practice for Injection Molding Test Specimens of Thermoplastic Molding and Extrusion Materials D4066Classi?cation System for Nylon Injection and Ex-trusion Materials(PA) D5947Test Methods for Physical Dimensions of Solid Plastics Specimens 1These test methods are under the jurisdiction of ASTM Committee D20on Plastics and are the direct responsibility of Subcommittee D20.10on Mechanical Properties. Current edition approved May1,2010.Published June2010.Originally approved https://www.360docs.net/doc/0116405651.html,st previous edition approved in2006as D256-06a′1.DOI: 10.1520/D0256-10. 2For referenced ASTM standards,visit the ASTM website,https://www.360docs.net/doc/0116405651.html,,or contact ASTM Customer Service at service@https://www.360docs.net/doc/0116405651.html,.For Annual Book of ASTM Standards volume information,refer to the standard’s Document Summary page on the ASTM website. *A Summary of Changes section appears at the end of this standard. Copyright?ASTM International,100Barr Harbor Drive,PO Box C700,West Conshohocken,PA19428-2959,United States. 数据标准化的几种方法 在数据分析之前，我们通常需要先将数据标准化（normalization），利用标准化后的数据进行数据分析。数据标准化也就是统计数据的指数化。数据标准化处理主要包括数据同趋化处理和无量纲化处理两个方面。数据同趋化处理主要解决不同性质数据问题，对不同性质指标直接加总不能正确反映不同作用力的综合结果，须先考虑改变逆指标数据性质，使所有指标对测评方案的作用力同趋化，再加总才能得出正确结果。数据无量纲化处理主要解决数据的可比性。数据标准化的方法有很多种，常用的有“最小—最大标准化”、“Z-score标准化”和“按小数定标标准化”等。经过上述标准化处理，原始数据均转换为无量纲化指标测评值，即各指标值都处于同一个数量级别上，可以进行综合测评分析。 一、Min-max 标准化 min-max标准化方法是对原始数据进行线性变换。设minA和maxA分别为属性A的最小值和最大值，将A的一个原始值x通过 min-max标准化映射成在区间[0,1]中的值x'，其公式为： 新数据=（原数据-极小值）/（极大值-极小值） 二、z-score 标准化 这种方法基于原始数据的均值（mean）和标准差（standard deviation）进行数据的标准化。将A的原始值x使用z-score标准化到x'。 z-score标准化方法适用于属性A的最大值和最小值未知的情况，或有超出取值范围的离群数据的情况。 新数据=（原数据-均值）/标准差 spss默认的标准化方法就是z-score标准化。在SPSS中依次点击Analyze Descriptive Descriptive 点击Save standardized values as varianles即可。 用Excel进行z-score标准化的方法：在Excel中没有现成的函数，需要自己分步计算，其实标准化的公式很简单。 步骤如下： 1.求出各变量（指标）的算术平均值（数学期望）xi和标准差si ； 2.进行标准化处理： zij＝（xij－xi）／si 其中：zij为标准化后的变量值；xij为实际变量值。 3.将逆指标前的正负号对调。 标准化后的变量值围绕0上下波动，大于0说明高于平均水平，小于0说明低于平均水平。 三、Decimal scaling小数定标标准化 2020年大学英语四级考试阅读理解训练(一) The standardized educational or psychological tests, which are widely used to aid in selecting, assigning or promoting students, employees and military personnel, have been the target of recent attacks in books, magazines, the daily press, and even in Congress. The target is wrong, for, in attacking the tests, critics divert attention from the fault that lies with ill-informed or incompetent users. The tests themselves are merely tools. Whether the results will be valuable, meaningless, or even misleading depends partly upon the tool itself but largely upon the user. All informed predictions of future performance are based upon some knowledge of relevant past performance. How well the predictions will be validated by later performance depends upon the amount, reliability and appropriateness of the information used and on the skill and wisdom with which it is interpreted. Anyone who keeps careful score knows that the information available is always incomplete and that the predictions are always subject to error. Standardized tests should be considered in this context：they provide a quick, objective method of getting some kind of information about what a person has learned, the skills he has developed, or the kind of person he is. The information so obtained has, qualitatively, the same advantages and shortcomings as other kinds of information. Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the empirical evidence concerning comparative validity and upon such factors as cost and availability. 质量术语 一、品质人员名称类 QC quality control 品质管理人员 FQC final quality control 最终检查 IPQC in process quality control 线上巡检 OQC output quality control 出货检查 IQC incoming quality control 进料检查 TQC total quality control 全面质量管理 PQC passage quality control 分段检查 QA quality assurance 品保 OQA output quality assurance 出货品保 QE quality engineer 品质工程人员 QM Quality management 品质管理 二、品质保证类 FAI first article inspection 首样检查 FAA first article assurance 首件确认 TVR tool verification report 模具确认报告 3B 3B 模具正式投产前确认 CP capability index 能力指数 CPK capability index of process 模具制程能力参数SQA standardized supplier quality 合格供货商品质评估AVL approved render list 合格供应商名单 OBA out of box audit 开箱检查 QFD quality function deployment 品质机能展开FMEA failure model effectiveness analysis 失效模式分析8 disciplines 8项回复内容 FA final audit 最后一次稽核 CAR corrective action request 改善要求 corrective action report 改善报告 三、FQC运作类 AQL Acceptable Quality Level允收品质水准 S/S Sample size 抽样检验样本大小 ACC Accept 允收 REJ Reject 拒收 CR Critical 极严重的 MAJ Major 主要的 MIN Minor 轻微的 Pending 暂停 AOQ Average Output Quality 平均出厂品质 AOQL Average Output Quality Level 平均出厂品质 Q/R/S Quality/Reliability/Service 品质/可靠度/服务MIL-STD Military-Standard 军用标准 S I-S IV Special I-Special IV 特殊抽样水准等级 P/N Part Number 料号 阅读理解：The standardized educational or psycholo 学位英语教材第15单元阅读理解1 The standardized educational or psychological tests, which are widely used to aid in selecting, assigning or promoting students, employees and military personnel, have been the target of recent attacks in books, magazines, the daily press, and even in Congress. The target is wrong, for, in attacking the tests, critics divert attention from the fault that lies with ill-informed or incompetent users. The tests themselves are merely tools. Whether the results will be valuable, meaningless, or even misleading depends partly upon the tool itself but largely upon the user. All informed predictions of future performance are based upon some knowledge of relevant past performance. How well the predictions will be validated by later performance depends upon the amount, reliability and appropriateness of the information used and on the skill and wisdom with which it is interpreted. Anyone who keeps careful score knows that the information available is always incomplete and that the predictions are always subject to error. Standardized tests should be considered in this context: they provide a quick, objective method of getting some kind of information about what a person has learned, the skills he has developed, or the kind of person he is. The information so obtained has, qualitatively, the same advantages and shortcomings as other kinds of information. Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the empirical evidence concerning comparative validity and upon such factors as cost and availability. In general, the tests work most effectively when the traits or qualities to be measured can be most precisely defined ( for example, ability to do well in a particular course of training program ) and least effectively when what is to be measured or predicted cannot be well defined, for example, personality or creativity. Properly used, they provide a rapid means of getting comparable information about many people. Sometimes they identify students whose high potential has not been previously recognized. 1. In this passage, the author is primarily concerned with _________. A. the necessity of standardized tests B. the validity of standardized tests C. the method used in interpreting the results of standardized tests. D. the theoretical grounds of standardized tests. 2. We can infer from the passage that _______. A. standardized tests should no longer be used. B. results of standardized tests accurately reflect the abilities of the testees C. the value of standardized tests lies in their proper interpretation D. special methods must be applied to the result of standardized tests. 运行LISEREL Windows Application 协方差检验 File→Import External Data in Other Formats（导入外部数据）→右击任一变量名，选择Define Variables（定义变量），点击Variable Type（设定变量类型），选择Continuous（连续型）和Apply to all（应用到所有），点击OK、OK。如下图所示： 完成上述操作后点击save保存数据（注意数据应保存在系统盘，否则可能得不出结果） Statistics→output options...（输出选项，选择Save to fi.. 、LISREL system data、Save the transformed data to...。输入与之前文件名一致名字的cov、dsf文件（如下图中test1.cov、test1.dsf），Covariances：协方差） 得到协方差矩阵 接下来进行CFA Flie→New→Path Diagram→保存（同名文件test1.pth) Setup（定义相关设定）→Title and comments（一般不用定义）→选择next，至Group names （一般也不用定义）→next至Labels，如下图（左侧Observed Variables：观测变量即观测指标；右侧Latent Variables：潜变量） →选择Add/Read variables （得下图，在Add/Read variables中选择PRELIS System Flie） 选择Browse...→打开test1.psf→OK 选择Add latent Variables（添加潜变量，手输），如下图 RUNNING HEAD: Standardized Coefficients in Logistic Regression Standardized Coefficients in Logistic Regression Jason E. King Baylor College of Medicine Paper presented at the annual meeting of the Southwest Educational Research Association, San Antonio, Texas, Feb. 7-10, 2007. Correspondence concerning this paper should be addressed to Jason King, One Baylor Plaza, MS: BCM #155, Houston, TX. 77030. E-mail: Jasonk@https://www.360docs.net/doc/0116405651.html, Abstract The aim of this paper is to briefly describe a relatively new standardized coefficient for making variable comparisons in logistic regression. A Microsoft Excel function is appended and application is made using a readily available dataset. Introduction Though slow to catch on initially (White, Long, & Tansey, 1997), the last two decades have seen tremendous growth in the use of logistic regression within the social sciences. In spite of the expanding literature base, many researchers remain unaware of or unable to apply best practices in logistic regression. This is due in part to the necessary lag between publications of new methods and their subsequent implementation in the statistical computing packages. Calculation of improved standardized coefficients is a case in point. The SAS and SPSS procedures for calculating standardized logistic regression coefficients are inferior to more recently developed approaches. The aim of this paper is to briefly describe an effective and relatively new standardized coefficient and present a Microsoft Excel function applying the algorithm. Standardized Coefficients In linear regression, standardized beta weights are often used to compare strength of prediction across variables. The predictors are placed on a common scale so that each has the same mean and standard deviation. Variables having larger standardized beta weights (in absolute value) are considered to be stronger predictors in the equation. Though some researchers discourage the use of standardized coefficients (Darlington, 1990) or warn against interpreting them as indicators of variable importance (Neter et al., 1996; Pedhazur, 1997), the most recent publication manual of the American Psychological Association (2001) encourages their routine use and reporting. Standardized beta weights are especially useful when variables are measured on an arbitrary scale (e.g., Likert ratings). It is possible to obtain standardized coefficients in logistic regression (Long,OTN标准简介(中文版)
ASTM D256-2010
数据标准化的几种方法
2020年大学英语四级考试阅读理解训练(一)
质量术语简介
学士学位英语课程翻译The standardized educational or psychological tests
LISREL做CFA、模型及修正,手把手教会你资料
logistic 标准系数standardized_paper