Calibration errors are inevitable and should not be ignored during the estimation of item parameters. Items with calibration error can affect the measurement results of tests. One of the purposes of the current study is to investigate the impacts of the calibration errors during the estimation of item parameters on the measurement accuracy, average test length, and test efficiency for variable-length cognitive diagnostic computerized adaptive testing. The other purpose is to examine the methods for reducing the adverse effects of calibration (...) errors. Simulation results show that calibration error has negative effect on the measurement accuracy for the deterministic input, noisy “and” gate model, and the reduced reparameterized unified model; the average test lengths is shorter, and the test efficiency is overestimated for items with calibration errors; the compensatory reparameterized unified model is less affected by the calibration errors, and the classification accuracy, average test length, and test efficiency are slightly stable in the CRUM framework; methods such as improving the quality of items, using large calibration sample to calibrate the parameters of items, as well as using cross-validation method can reduce the adverse effects of calibration errors on CD-CAT. (shrink)

Enhancement of the teacher well-being level has grown into a general, pressing problem to be solved in the domain of education worldwide. Based on the theoretical perspective of the multi-level dynamically formed mechanical model of occupational well-being, this study initially constructed a mechanism model with the occupational well-being role of organizational support, job crafting, and the occupational well-being of new math teachers at primary and junior high schools, and conducted empirical research using structural equation modeling. The study found out that (...) organizational support, job crafting and basic psychological needs have prominent and positive effects on the occupational well-being of the new math teachers in primary up to junior high schools. It also argues that basic psychological needs may mediate the correlation between organizational support, job crafting, and the occupational well-being of the new math teachers. To sum up, the study findings reveal the mechanisms of the role in organizational support and job crafting on the occupational well-being of new primary up to junior high school math teachers. Also, the findings may be conducive to extending the research on the factors that influence the teacher well-being, notably fostering the study on that in the math teachers in the primary up to junior high schools of China. (shrink)