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相关概念视频

Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
Nursing Evaluation01:15

Nursing Evaluation

The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
Section...
Respiratory Assessment: Purpose and Indications01:19

Respiratory Assessment: Purpose and Indications

Respiratory assessment is a cornerstone of nursing assessments, crucial for the early detection of patient deterioration. This evaluation transcends routine procedures, representing a critical skill nurses must master to ensure optimal patient care.
Objectives and Importance:
The primary goal of respiratory assessment is to evaluate patients at early risk of clinical deterioration. Since respiratory distress often precedes other signs of declining health, breathing patterns and sounds become a...
Quality Assurance01:19

Quality Assurance

Quality assurance is the overarching term used to describe the activities employed to ensure the proper performance of a system. These activities can be classified into three categories: quality control, quality assessment, and internal corrective measures. Typically, these activities work cyclically: quality control is performed before and during the analysis, while quality assessment occurs during and after the investigation. Internal corrective measures are implemented based on the findings...
Self-Evaluation Maintenance Model01:29

Self-Evaluation Maintenance Model

The Self-Evaluation Maintenance (SEM) model offers a psychological framework to understand how individuals’ self-esteem is influenced by the achievements of others, particularly those with whom they share close personal bonds. The SEM model operates when personal rather than social identity guides individuals. Central to this model is the notion that individuals have an inherent desire to preserve a favorable self-image, which is continuously shaped by interpersonal comparisons and...
Evaluating Limits by Direct Substitution01:29

Evaluating Limits by Direct Substitution

In the analysis of functions that represent continuous physical phenomena, it is often necessary to determine the output value as the input approaches a specific point. When a combination of algebraic terms defines the function and exhibits no discontinuities or abrupt changes near the point of interest, the limit of the function can be evaluated directly. This process, known as direct substitution, involves replacing the variable in the expression with the value it approaches.Direct...

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相关实验视频

Updated: Jun 21, 2026

Computerized Adaptive Testing System of Functional Assessment of Stroke
05:21

Computerized Adaptive Testing System of Functional Assessment of Stroke

Published on: January 7, 2019

评估指令的指令的评估.

P K Gessner

    Science (New York, N.Y.)
    |July 20, 1973
    PubMed
    概括

    这项研究突出了教学评估方法的缺陷. 一个特定的评估装置可能不准确地评估学生的解决问题能力,无法区分真实能力和稍后的变体上的部分成功.

    科学领域:

    • 教育测量教育的测量
    • 认知心理学 认知心理学

    背景情况:

    • 传统的教学评估方法被广泛使用.
    • 评估学生真正的理解与肤浅的表现是教育研究中持续存在的挑战.

    研究的目的:

    • 为了确定一个特定的指令评估设备的关键限制.
    • 强调仔细设计评估工具以准确衡量学习成果的重要性.

    主要方法:

    • 在Peter K. Gessner的"教学评估"中分析一个特定的句子.
    • 概念检查评估设备如何评估解决问题的能力.

    主要成果:

    • 问题中的评估装置未能区分具有基础问题解决能力的学生和那些只在以后,可能更容易的问题变体上取得成功的学生.
    • 该设备可能会误解部分成功作为总体能力的指示.

    结论:

    • 教学评估工具必须严格设计,以避免误解绩效.
    • 准确的评估需要区分解决最初的核心问题和成功解决后来的变化.

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