中國科技大學通識教育中心英語文證照奬勵金實施要點 中華民國 105 年 1 月 8 日通識教育委員會議通過 一、 中國科技大學(以下簡稱本校)為鼓勵本校學生通過具公信力機構之英語文能力測驗或 取得證照,特訂定「中國科技大學通識教育中心英語文證照獎勵金實施要點」(以下簡 稱本要點)。 二、 學生於就讀本校期間,通過歐盟共同架構(CEFR)語言能力參考指標 B1(中級)同等級英 語文能力測驗以上(含)者,得依據本要點酌予獎勵。檢測項目請參閱本中心「歐洲語言 學習、教學、評量共同參考架構與各英語檢測分級對照表」(參見附表);未列於標準 對照表之測驗項目不給予獎助。 三、 凡本校學生,除應英系外,均得申請。大學部學生通過同等級以申請一次為限,在學期 間得重複申請,但該次申請之級別不得低於前次。 本獎勵金每學期核發乙次,每次核發全校前 10 名,各名次核發金額如附表。 四、 申請人應提供在學期間,申請當(學)期參加考試之證明文件及成績證明或證照,以憑辦 理。 五、 獎勵金申請作業:請至通識教育中心網頁下載「英語文證照獎勵金申請表」(附件 1), 填妥後檢附成績單正本及影本(背面簽名並註明與正本無異)各一份、本人金融帳戶存 簿(郵局或土地銀行)封面影本送至通識教育中心。 通識教育中心得每學期遴選受獎代表,擇期公開頒奬,並辦理後續請款作業。 六、 奬勵金申請期限:通過相關證照考試半年內應提出申請,逾期視同放棄。 七、 本要點之獎勵金由學校開設通識教育中心專戶,一切收支專款專用;每年度如有剩餘 款,則移至翌年度繼續使用。 八、 本要點經通識教育中心會議審查通過,陳請校長核定後公告實施,修訂時亦同。

文化と言語の多様性の中のCommon European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)--それは基準か? (第10回明海大学大学院応用言語学研究科セミナー 講演)

There is little evidence showing the relationship between the Scholastic Assessment Test (SAT) and g (general intelligence). This research established the relationship between SAT and g, as well as the appropriateness of the SAT as a measure of g, and examined the SAT as a premorbid measure of intelligence. In Study 1, we used the National Longitudinal Survey of Youth 1979. Measures of g were extracted from the Armed Services Vocational Aptitude Battery and correlated with SAT scores of 917 participants. The resulting correlation was .82 (.86 corrected for nonlinearity). Study 2 investigated the correlation between revised and recentered SAT scores and scores on the Raven's Advanced Progressive Matrices among 104 undergraduates. The resulting correlation was .483 (.72 corrected for restricted range). These studies indicate that the SAT is mainly a test of g. We provide equations for converting SAT scores to estimated IQs; such conversion could be useful for estimating premorbid IQ or conducting individual...

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Scholastic Assessment or g?: The Relationship Between the Scholastic Assessment Test and General Cognitive Ability

High-school grades are often viewed as an unreliable criterion for college admissions, owing to differences in grading standards across high schools, while standardized tests are seen as methodologically rigorous, providing a more uniform and valid yardstick for assessing student ability and achievement. The present study challenges that conventional view. The study finds that high-school grade point average (HSGPA) is consistently the best predictor not only of freshman grades in college, the outcome indicator most often employed in predictive-validity studies, but of four-year college outcomes as well. A previous study, UC and the SAT (Geiser with Studley, 2003), demonstrated that HSGPA in college-preparatory courses was the best predictor of freshman grades for a sample of almost 80,000 students admitted to the University of California. Because freshman grades provide only a short-term indicator of college performance, the present study tracked four-year college outcomes, including cumulative college grades and graduation, for the same sample in order to examine the relative contribution of high-school record and standardized tests in predicting longer-term college performance. Key findings are: (1) HSGPA is consistently the strongest predictor of four-year college outcomes for all academic disciplines, campuses and freshman cohorts in the UC sample; (2) surprisingly, the predictive weight associated with HSGPA increases after the freshman year, accounting for a greater proportion of variance in cumulative fourth-year than first-year college grades; and (3) as an admissions criterion, HSGPA has less adverse impact than standardized tests on disadvantaged and underrepresented minority students. The paper concludes with a discussion of the implications of these findings for admissions policy and argues for greater emphasis on the high-school record, and a corresponding de-emphasis on standardized tests, in college admissions.

/pdf/validity-of-high-school-grades-in-predicting-student-success-4o8gtll56b.pdf

Validity of High-School Grades in Predicting Student Success beyond the Freshman Year: High-School Record vs. Standardized Tests as Indicators of Four-Year College Outcomes. Research & Occasional Paper Series: CSHE.6.07.

Sex differences in intelligence is among the most politically volatile topics in contemporary psychology. Although no single finding has unanimous support, conclusions from multiple studies suggest that females, on average, score higher on tasks that require rapid access to and use of phonological and semantic information in long-term memory, production and comprehension of complex prose, fine motor skills, and perceptual speed. Males, on average, score higher on tasks that require transformations in visual-spatial working memory, motor skills involved in aiming, spatiotemporal responding, and fluid reasoning, especially in abstract mathematical and scientific domains. Males, however, are also over-represented in the low-ability end of several distributions, including mental retardation, attention disorders, dyslexia, stuttering, and delayed speech. A psychobiosocial model that is based on the inextricable links between the biological bases of intelligence and environmental events is proposed as an alternative to nature-nurture dichotomies. Societal implications and applications to teaching and learning are suggested.

Sex differences in intelligence: Implications for education.

Assessing Students' Critical Thinking Performance: Urging for Measurements Using Multi-Response Format.

Since 1964, colleges have been sending data to the College Board Validity Study Service in order to determine the degree to which measures used in admissions predict college performance. These studies have allowed for the monitoring of general trends in the relationship of SAT scores and high school grades with freshman grades. Beginning in the early-1970s and continuing to the mid-1970s, the observed average correlations of SAT scores with freshman grades increased dramatically. In the decade that followed, the strength of this relationship gradually declined. In order to determine to what extent the observed variations in the average correlations might be associated with the composition of colleges conducting validity studies each year, validity data were analyzed for the enrolling classes of 1976 to 1985. Estimates of change, based on a repeated measures estimation approach utilizing data from colleges conducting more than one predictive validity study within the 10-year period, and correcting for the restriction of range in SAT scores and high school record, indicated a general linear trend from 1976 to 1985. The correlations of SAT scores with first-year college grades declined from about .51 to about .47, for a change of approximately .04, There was less change during this period for private colleges, small colleges, and more selective colleges.

https://onlinelibrary.wiley.com/doi/pdf/10.1002/j.2330-8516.1989.tb00151.x

Analyses of the predictive validity of the sat® and high school grades from 1976 to 1985

Students with high scores (top third) on the essay portion of an Advanced Placement examination and low scores (bottom third) on the multiple-choice portion of the examination were compared with students with the opposite pattern (top third on the multiple-choice questions and bottom third on the essay questions). Across examinations in different subject areas (history, English, and biology), students who were relatively strong in the essay format and weak in the multiple-choice format were as successful in their college courses as students with the opposite pattern, especially in those courses where grades are typically not determined by multiple-choice tests. Although differential essay and multiple-choice test performance was not related to course grades, it was related to performance on other tests. Students in the high multiple-choice/low essay group performed much better than the other group on other multiple-choice tests, especially the verbal section of the SAT. In relation to their performance on multiple-choice tests, students in the high essay/low multiple-choice group performed well on other essay tests.

Success in college for students with discrepancies between performance on multiple-choice and essay tests.

This study assessed the ability of history students to choose the essay topic on which they can get the highest score. A second, equally important question was whether the score on the chosen topic was more highly related to other indicators of proficiency in history than the score on the unchosen topic. Overall, for both U.S. and European history, scores were about one third of a standard deviation higher for the preferred topic than for the other topic. For U.S. history, about 32% of the students made the wrong choice; that is, 32% got a higher score on the other topic than on the preferred topic. In European history, 29% made the wrong choice. In the U.S. history sample, the preferred essay correlated .40 with an external criterion score, compared to .34 for the other essay; in the European history sample, the preferred essay correlated .52 with the external criterion, compared to .44 for the other topic.

Choice Among Essay Topics: Impact on Performance and Validity

This project explored the feasibility of using the ETS Online Scoring Network (OSN) to score selected Advanced Placement Program® (AP®) tests. In particular, the quality of scores obtained from traditional large-scale readings was compared with the quality of scores obtained from OSN scoring. (For the former, readers convene in a central location to evaluate student responses in a paper-based format; for the latter, they work alone from remote locations to evaluate responses that are transmitted via the Internet.) The study also obtained readers' reactions to OSN training and to OSN capabilities for monitoring reader performance online.



The results, based on more than 11,000 test takers who had taken either the AP English Language and Composition exam or the AP Calculus AB exam, revealed little if any difference between scores assigned at traditional central readings and those assigned when readers used OSN. The lack of differences applied to (a) score level and variability, (b) interreader agreement, and (c) passing rates on the two AP exams that were investigated. Study participants did, however, suggest several areas in which improvements could be made to OSN procedures.

Applying the online scoring network (osn) to advanced placement program® (ap®) tests

This study presents the development and empirical validation of score levels and descriptors specifically designed for reporting purposes to provide test takers with more than just a number on a score scale. In the context of a test primarily intended for 11- to 15-year-old students learning English as a second/foreign language, the study examined the number of band levels that could be meaningfully distinguished, the reliability of the classification of students into these band levels, and the development of overall performance descriptors that would provide meaningful information to score users. The performance data from 2,931 students who took the test were used. The band level solution was determined by balancing considerations for the reliability of classification decisions and the desire for the levels to represent meaningful performance differences. To construct meaningful descriptors for the band levels, multiple sources of information were examined, including the scoring rubrics, the characterist...

Rick Morgan

Papers

Analyses of the predictive validity of the sat® and high school grades from 1976 to 1985

Success in college for students with discrepancies between performance on multiple-choice and essay tests.

Choice Among Essay Topics: Impact on Performance and Validity

Applying the online scoring network (osn) to advanced placement program® (ap®) tests

Developing and Validating Band Levels and Descriptors for Reporting Overall Examinee Performance