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Estimation of IRT Difficulties in Adaptive Testing: LCT Assisted Estimation Using Three Year Results
Get PDFapplication/pdfIn the previous paper dealing with the same issue as this paper’s issue, we propose to use the known ability values from other testing results if the examinees are the same. In the follow-up program (FP) systems, we have been using three kinds of testing, the LCT (learning check testing), the CWT (collaborative work testing), and the FPT (follow-up program testing), in which the LCT provides accurate estimates for ability values. We used the LCT’s ability values in the CWT estimation. For stable estimation, we have used one-parameter estimation method (Rasch model) instead of two-parameter estimation method which is used in common. The estimation is performed well in the computation using one-year database. In this paper, we successively continue to estimate the item difficulties in a same manner but using three-year accumulated database of the LCT and the CWT access result.departmental bulletin pape
Learning Analytics: A Relationship Between the LCT Time Duration Spent in Testing and the LCT Ability
Get PDFapplication/pdfBy looking at the relationships between the numbers of correct answers and the time durations that students spend in taking tests, we have found that there are typical patterns. The patterns of the time durations spent in taking the test to each number of correct answers depends on the difficulties of the questions. To easy problems to solve, smart students use less time to solve the problems and students with low academic ability need much time to solve. To moderate problems to solve, every student requires the similar time duration to solve the problems. To difficult problems to solve, many students tend to use full time to the pre-specified time duration, but some students with low ability are reluctant to tackle the problem.departmental bulletin pape
Interplay between vortex dynamics and superconducting gap structure in quasi-two-dimensional organic superconductors
Get PDFapplication/pdfOver the past three decades, unconventional superconductivity with anisotropic gap structure has been found in strongly correlated electron systems such as heavy fermion compounds, high Tc cuprates, and organic conductors. Unconventional superconductivity is characterized by anisotropic superconducting gap, which may have zeros (nodes) along certain directions in the Brillouin zone. The nodal structure is closely related to the pairing interaction, and it is widely believed that the presence of nodes is a signature of magnetic or some other exotic, rather than conventional phonon mediated, pairing mechanism. Thus, experimental determination of the gap function is of fundamental importance. However, the detailed gap structure is an unresolved issue for many unconventional superconductors. In this context, we have demonstrated for layered organic superconductors that flux-flow resistance under a magnetic field rotated within conducting layers provide a clue for determining the nodal directions. Here we present the experimental results for the angular variation of the flux-flow resistance in d-wave organic superconductors β”-(ET)2SF5CH2CF2SO3 and λ-(BETS)2GaCl4. Nodal structures for these superconductors are briefly discussed.departmental bulletin pape
Der Graf von Charolais (9)
Get PDFapplication/pdf翻訳：「シャロレ伯爵」リヒャルト・ベーア＝ホフマン著departmental bulletin pape
A Study on the Effectiveness of the Cooperation between Subjects for understanding construction process ～Focusing on the Development of Planning and construction～
Get PDFapplication/pdf環境土木工学科に改名した本学科では，さらに実際の現場から学ぶことを積極的に行っている。本研究では，異なる開講期の講義で連続的に同じ現場の見学を行うことにより，社会基盤施設（道路橋）の施工法だけでなく，その設計技術や，マネジメントに関することも学ぶことができた。また，対象の事業の発注者である広島県，設計者であるコンサルタント会社の方々，現場を管理されている複数の建設会社の方々，に直接事業内容，設計手法の検討について，施工技術と現場管理の状況，をご説明いただいたことは有意であり，学生らの将来に影響を与えることとなった。departmental bulletin pape
Relation between the Final Test Results and Taking Conditions of LCT (Learning Check Testing) and FPT (Follow-up Program Testing)
Get PDFapplication/pdfThere is a positive relationship between the final test results (success/failure) and the placement (PT) score or the abilities in learning check testing (LCT), but the coefficient of correlation is not so large. In this paper, we have further investigated the relation among the number of success in LCT, the number of attendance to FPC (follow-up program class), etc., in addition to PT and LCT ability values. The findings are the following. 1) Badly failed students (E evaluation) to the final test are very reluctant to attend the FPC and tend to ignore it. In E group, there are two groups: one is consisting of those who need fundamental remedial learning class, and the other is consisting of those who should be taken care of their future courses. 2) Failed students but not so badly to the final test are earnest and eager to attend the FPC to cover their skills. They could be successful someday in the future. However, there are some who are reluctant to tackle the exercises. 3) Successful students attend classes and get good scores in every LCT. The FP system is a good system positively in the following sense. 1) Class attendance rate is increased comparing to the classes without the LCT. 2) To catch up the students in risk, it is recommended to take care of absent students in the FPC.departmental bulletin pape
Estimation of IRT Difficulties in Adaptive Testing: An LCT Assisted Estimation Method
Get PDFapplication/pdfIt seems difficult to estimate the difficulties of the problem items in the adaptive testing even if we use the EM-type IRT (item response theory) method because the response matrix made by the adaptive testing becomes sparse which is not enough to estimate the item difficulties and examinees’ abilities. In this paper, we propose to use the known ability values from other testing results if the examinees are the same. In the follow-up program systems, we have been using three kinds of testing, the LCT (learning check testing), the CWT (collaborative work testing), and the FPT (follow-up program testing), in which the LCT provide accurate estimates for ability values. We use the LCT’s ability values in the CWT estimation. For stable estimation, we have used one-parameter estimation method (Rasch model) instead of two-parameter estimation method which is used in common. The estimation is performed well. In addition, comparing the method of 2017 CWT difficulty estimation with that of the 2016, we have found that in estimating the difficulty parameters using artificial response matrix where 0 values are imposed in the vacant elements the estimates of difficulty parameters are heavily biased to difficult problem side.departmental bulletin pape
Numerical simulations on variations of a freshwater calving glacier
Get PDFapplication/pdfA numerical model was developed to simulate variations of Glaciar Perito Moreno in the Southern Patagonia Icefield. The glacier is a rare target of freshwater calving glacier, on which relatively many scientific observations have been performed. Sensitivities to the glacier flow and variations by hypothetical distributions of englacial water level were investigated through the numerical simulations, and compared with the observation results. Fast glacier flow in the upstream part was simulated fairly well, and inclination of englacial water level was suggested to be steeper at the upstream part than terminal part. Fast flow and surface lowering in the terminal part, however, could not be satisfactorily simulated. The term of longitudinal stress gradient in stress equilibrium, which is ignored in the present simulations, should be important near such calving glacier terminus.departmental bulletin pape
In order to realize “School as a team” ——From the point of the correlation between collegiality and school management——
Get PDFapplication/pdf平成27（2015）年12月21日，中央教育審議会から「チームとしての学校の在り方と今後の改善方策について」が答申された。この答申は，教職員一人一人の専門性を発揮するとともに，学校のマネジメント機能を強化し，専門スタッフ等の参画を得ることによって「チームとしての学校」の実現が可能であるという内容である。しかし，本稿においては，「チームとしての学校」の実現には答申内容に加え，教職員の同僚性を基底に据えなければならないこと，そして，その同僚性は学校マネジメントとの相関にあるということについて，学校の複雑化・多様化した課題や具体的な事例を踏まえながら明らかにしたい。departmental bulletin pape
A Study on Verification Experiment of Newton’s Second Law of Motion in High School Physics In light of the simultaneous use of force sensor and acceleration sensor
Get PDFapplication/pdfAbout the verification experiment of Newton’s second law of motion, we can easily demonstrate F= ma in a short time by the measurement using graphing calculator which uses simultaneously force sensor and acceleration sensor with hanging a mass body in the vertical direction. On the other hand, in Japan, the experiment which uses dynamics trolley and ticker-timer has continued for half a century since PSSC.|In this study, the former method is called a one-shot method, and the latter method is as a standard method. Based on the features of both methods, we extensively examined experiments of second law of motion, and examined from various viewpoints the problems and the essence of each. Based on these examinations, we propose an example of lesson plan using the one-shot method in the lesson of second law of motion.departmental bulletin pape