In aerospace industry one of the main issues is the problem of the qualified specialists education. During the learning process positive incentives improve the effectiveness of the education . One of such incentives is the rating system. In this work the construction and evaluation of the specialized rating system is regarded with examples on the distance learning system that is used for learning mathematical courses by students of aerospace disciplines.
The problem of building the rating of a remote training system by processing the results of a run of tests was considered. The Rasch model extended to a run of tests was used. A recurrent algorithm based on the maximum-likelihood procedure and the Newton method was proposed to calculate the rating.
The paper describes the ways to develop a computerized adaptive test using item response times as collateral information. The paper shows that introducing item response times in the measurement model has the same effect on the reliability of computerized adaptive tests as on the reliability of linear tests. Nonetheless, the presence of missing responses may bias the estimates of the ability.
The present study tested the possibility of operationalizing levels of knowledge acquisition based on Vygotskyђs theory of cognitive growth. An assessment tool (SAMMath) was developed to capture a hypothesized hierarchical structure of mathematical knowledge consisting of procedural, conceptual, and functional levels. In Study 1, SAM-Math was administered to 4th-grade students (N = 2,216). The results of Rasch analysis indicated that the test provided an operational definition for the construct of mathematical competence that included the three levels of mastery corresponding to the theoretically based hierarchy of knowledge. In Study 2, SAM-Math was administered to students in 4th, 6th, 8th, and 10th grades (N = 396) to examine developmental changes in the levels of mathematics knowledge. The results showed that the mastery of mathematical concepts presented in elementary school continued to deepen beyond elementary school, as evidenced by a significant growth in conceptual and functional levels of knowledge. The findings are discussed in terms of their implications for psychological theory, test design, and educational practice.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.