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AN INVESTIGATION OF THE RELATIONSHIPS AMONG DIRECT WRITING SCORES, INDIRECT LANGUAGE ARTS SCORES, AND A COMPUTER TEXT ANALYSIS PROGRAM (WRITER'S WORKBENCH, IOWA TESTS OF BASIC SKILLS).

机译：直接写作得分，非直接语言艺术得分和计算机文本分析程序（作者的工作坊，基本技能的爱荷华州测试）之间的关系的调查。

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The objective of this study was to investigate the relationships among the results of a computer text analysis program, Writer's Workbench (WWB), the indirect results obtained from the language subtests of the Iowa Tests of Basic Skills (ITBS), and the scores assigned to writing samples by trained raters using a ten-item analytic rating scale.;First, the reliability of the readers was assessed to determine if they were consistent enough in their judgements, both with themselves and with each other, to use their scores as a stable base for further comparisons. It was also important to examine what constraints might influence the final analysis as a result of the readers' scoring behavior (i.e., the tendency to use only a portion of the scale). The next step was to correlate the indirect ITBS language subtest scores with the direct ones from the writing samples. The final step was to enter 291 of the student essays into the WWB program and correlate the text analysis results with the ITBS subtests results and the direct score results.;Moderate relationships were found among the indirect, direct, and WWB measures. Stepwise regression analyses showed that indirect measures (ITBS punctuation, spelling, and usage) and WWB variables (percent of words flagged for spelling check and average word length) in combination were related to direct writing sample scores (R = .78). These results were verified in a cross-validation study on ninety-six of the student essays reserved for this purpose.;The ITBS subtests scores were obtained through the routine administration of the test to 1,028 ninth grade students in a suburban district in the greater Seattle, Washington area. Those same students were required to write an essay of not less than twenty-five lines in response to a prompt under test conditions. Two trained raters read each paper and assigned scores in ten categories which were then weighted and summed for a total score.

机译：这项研究的目的是调查计算机文本分析程序的结果，作家的工作台（WWB），从爱荷华州基本技能测验（ITBS）的语言子测验获得的间接结果以及分配给该测验的分数之间的关系。由训练有素的评分员使用十项分析评分表来撰写样本。首先，评估读者的可靠性，以确定他们彼此之间的判断是否足够一致，以将其分数作为稳定的评分进一步比较的基础。同样重要的是要检查哪些限制可能会由于读者的评分行为而影响最终分析（即，仅使用一部分量表的趋势）。下一步是将间接ITBS语言子测验分数与写作样本中的直接分数相关联。最后一步是将291篇学生论文输入到WWB程序中，并将文本分析结果与ITBS子测验结果和直接分数结果相关联。;在间接，直接和WWB测度之间发现了适度的关系。逐步回归分析表明，间接量度（ITBS标点，拼写和用法）和WWB变量（标记为拼写检查的单词百分比和平均单词长度）的组合与直接写作样本得分相关（R = .78）。这些结果在针对此目的而保留的96篇学生论文的交叉验证研究中得到了验证。ITBS子测验分数是通过对大西雅图市郊区的1,028名9年级学生进行例行管理而获得的，华盛顿地区。根据考试条件下的提示，这些学生必须写一篇不少于二十五行的文章。两名受过训练的评分者阅读每篇论文，并分配十个类别的分数，然后对其加权并求和，得出总分数。

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作者
BRACE, WANDA BUCKNER.;
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作者单位

Seattle University.;

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授予单位 Seattle University.;
学科 Educational tests measurements.
学位 Educat.D.
年度 1986
页码 166 p.
总页数 166
原文格式 PDF
正文语种 eng
中图分类矿业工程;
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1. Structural relations of language and cognitive skills, and topic knowledge to written composition: A test of the direct and indirect effects model of writing [J] . Kim Young-Suk Grace British journal of educational psychology . 2020,第Pta4期

机译：语言与认知技能的结构关系，以及书面构成的主题知识：对写作的直接与间接效果模型
2. Relationships between high-stakes clinical skills exam scores and program director global competency ratings of first-year pediatric residents [J] . Erik E. Langenau, Gina Pugliano, William L. Roberts Medical Education Online . 2011,第1期

机译：一年级儿科住院医师高技能临床技能考试成绩与计划主任全球能力等级之间的关系
3. The reliability of recorded text test scores: widespread inconsistent intelligibility testing in minority languages [J] . Yoder Zachariah Journal of Multilingual & Multicultural Development . 2017,第9a10期

机译：记录的文字测试成绩的可靠性：少数民族语言中普遍存在的不一致的清晰度测试
4. DirRelCond3: Detecting Textual Entailment Across Languages With Conditions On Directional Text Relatedness Scores [C] . Alpar Perini Joint conference on lexical and computational semantics . 2012

机译：DirRelCond3：使用定向文本相关性分数条件检测跨语言的文字蕴涵
5. Correlational study of the relationship between the Iowa Test of Basic Skills eighth -grade reading scores and the Georgia High School Graduation Test English language arts scores. [D] . Wood, Phyllis Head. 1999

机译：爱荷华州基础技能测验八年级阅读成绩与佐治亚州高中毕业考试英语语言成绩之间的相关性研究。
6. Relationships between high-stakes clinical skills exam scores and program director global competency ratings of first-year pediatric residents [O] . Erik E. Langenau, Gina Pugliano, William L. Roberts 2011

机译：一年级儿科住院医师高风险临床技能考试成绩与项目负责人全球能力等级之间的关系
7. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in Ağrı province and İbrahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. Participants in the experimental and control groups; homogeneity test results for decision-style pre-test measurements indicate that the data are homogeneous. According to the results of the Mauchly Globalness Test, it has been determined that working supports the hypothesis. It was determined that there was no significant difference between the pre-test scores obtained from dependent decision-making style of experiment and control groups, but the test group showed lower mean scores at the significant level within the scores of post-test and follow-up tests. Therefore, it can be said that the ACT-oriented psychoeducation program applied to the experimental group reduces the dependent decision-making style scores from the decision style sub-dimensions and the psychoeducation program has a lasting effect. It was determined that there was no significant difference between pre-test, post-test and follow-up scores obtained from the Spontaneous-Instant Decision Style of experiment and control groups. Thus, it can be said that this situation does not cause a significant difference in the Spontaneous-Decision-Making Style scores from the decision style sub-dimensions of the ACT-oriented psychoeducation program applied to the experimental group. The ACT -oriented psychoeducation program had a decline in the intuitive decision-making styles of the individuals, but this decrease did not create significant differences. Thus, it can be said that this situation does not make a meaningful difference in the intuitive decision style scores from the decision style sub-dimensions of the KKT oriented psychoeducation program applied to the experimental group. The pre-test scores obtained from the rational decision-making style of the experimental and control groups showed that there was a difference between the post-test and the follow-up scores, but this difference was not significant. As a result of the analysis, it was determined that the test group had higher levels of rational decision style than the pre - test scores in the post test and follow - up scores, whereas the post test and follow - up test scores in the control group rational decision style showed a decrease compared to the pre - test scores. the pre - test scores. Decision-making Styles Scale Avoidant Decision Making As a result of the analysis of the mean scores of the subscale scores of pre-test, post-test and follow-up measures, the group effect was found to be insignificant. It was determined that the experimental and control groups differed significantly from the pre-test scores obtained from the avoidant decision-making style but did not show any significant change within the scores of the post-test and follow-up tests. [O] . mustafa ercengiz, ali haydar şar 2018

机译：决策是分析有关问题情况的信息并将其与特定结论进行比较的过程，以解决特定的问题（Yıkılmaz，2001; Miller和Byrnes，2001）。决策风格是一种机制，受到内部和外部条件的影响，确定个人决定的方向，决策过程的内容以及决策过程的结果（PAYNE，BETTMAN和BEDNE） Johson，1993;Bavol'ár和奥萨洛瓦，2015）。法案是认知行为治疗家庭的当代成员。行为（验收和承诺治疗）具有与行为疗法和认知疗法的类似和不同方向（Herbet和Forman，2011; Hayes，2004）。 KKT在分析行为中使用存在性和认知方法来响应古典行为治疗方法。 KKT是一个科学翼，试图解决人类问题，旨在解决有问题的人类行为（铅垂，斯图尔特，Dahl和Lundgren，2009）。有人认为，当我们国家的瞄准国家进行筛选时，有关行动方法的新方法几乎没有研究，并且认为我们的国家将为完成工作做出贡献的心理咨询领域。在研究的范围内，使用实验和对照组和初步测试，使用后测试和后续测量的2x3实验设计。该研究的研究小组包括共24名（12个实验和12个对照组）大学学生在不同的部门和水平上学习，在2015-2016学术上继续进行2015-2016的学术年度2015-2016学年年。实验和对照组参与者的平均年龄是20.实验组中有12名参与者，7名女性和5名男性，12名参与者，7名女性和5名男性。研究人员准备的个人信息表格和决策制定风格规模在研究中使用。为了决定在分析数据的过程中使用的测试，参与者的决策风格刻度预测的分数主要在实验和对照组中进行，分析了参数的基本期望吗？测试得到了回答。由于对实验和对照组给出了从决策曲调标度获得的分数，偏移和峰度分子系数。确定该分布是正常的在成熟的-WILK试验结果中，其中每亚级的偏差和刚度系数在-1到+1之间排名。实验和对照组的参与者;决策式预测测量的同质性测试结果表明数据是均匀的。根据毛毛环保试验的结果，已确定工作支持假设。据确定，从依赖决策风格的实验和对照组获得的预测分数之间没有显着差异，但测试组在测试后的分数内显示出较低的平均分数和后续的分数 - 测试。因此，可以说，应用于实验组的面向活动的心理教育程序减少了决策风格子维度的依赖决策风格分数，并且心理教育程序具有持久的效果。据确定，从实验和对照组自发决策风格获得的预测试，测试后和后续评分之间没有显着差异。因此，可以说这种情况不会导致从应用于实验组的活动导向的心理教育程序的决策风格分数的自发决策风格分数显着差异。行为的心理教育计划在个人直观的决策风格下降，但这种减少并没有产生显着的差异。因此，可以说，这种情况不会在从应用于实验组的KKT导向的心理教育程序的决策风格分数中产生有意义的决策风格分数。从实验和对照组的理性决策风格获得的预测分数显示后检验后和随访评分之间存在差异，但这种差异并不重要。由于分析，确定测试组的理性决策风格较高，而不是后测试和后续分数的预测分数，而对照组合理决策风格的后测试和后续测试分数显示出与预测试分数相比的减少。预测分数。决策款式扩展避免决策由于分析了预测试，测试后和后续措施的班次评分的平均分数，发现群体效应是微不足道的。确定实验和对照组从避免决策风格获得的预测评分中显着不同，但在测试后和后续测试的分数内没有显示出任何重大变化。

AN INVESTIGATION OF THE RELATIONSHIPS AMONG DIRECT WRITING SCORES, INDIRECT LANGUAGE ARTS SCORES, AND A COMPUTER TEXT ANALYSIS PROGRAM (WRITER'S WORKBENCH, IOWA TESTS OF BASIC SKILLS).

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