李菲茗
-
副教授
硕士生导师
- 性别 : 女
- 毕业院校 : 佐治亚大学
- 学历 : 博士研究生毕业
- 学位 : 博士学位
- 在职信息 : 在岗
- 所在单位 : 教育学院
- 入职时间 : 2018-10-17
- 学科 : 教育技术学 发展与教育心理学
- Email : 054ab3846af015ef6f0150465dcb7e0680309c64653ab9175ea250ec7a287fecab30813ee0c1b8fd9e3fcf4d958ab5ab3adcb71d977c0e2063a796520a11138877d8ac7e0ae3990e0470615bd1fac394209747230f43540ff4ebbead77acb4db63805c8c434654d605bfe0564e7252547e0b20ccd47b3a3b01992b34f0f3125e
访问量 ：
-
[1] 李菲茗，张浩，林丽娟 & 黄怡. (2020). 计算机交互式评价的开发研究——以科学探究为例. 中国远程教育，2020, No.544(05), 29-37, 77
-
[2] Wang, C. , Li, H. , Jia, L. , Li, F. , & Wang, J. . (2020). Theta band behavioral fluctuations synchronized interpersonally during cooperation. Psychonomic Bulletin & Review, 1-8.
-
[3] Zhang, X, Li, F, Wang, H., Mao, Z., Li, H., Wang, J., & Jia, L. Attentional blink effects on S-Cone Stimuli. I-Percetion, 2019 ,10(1), 1-10.
-
[4] Zhan, P., Jiao, H., Liao D.& Li, F. A longitudinal Higher-order diagnostic classification model. Journal of Educational and Behavioral Statistics, 2019, 44(3),251-281.
-
[5] 叶艳伟, 李菲茗*, 刘倩倩,等. 知识追踪模型融入遗忘和数据量因素对预测精度的影响[J]. 中国远程教育(综合版), 2019, 000(008):20-26.
-
[6] 李菲茗, 叶艳伟, 李晓菲, & 史丹丹. (2019). 知识追踪模型在教育领域的应用:2008—2017年相关研究的综述. 中国远程教育, 2019,No. 534(07), 86-91.
-
[7] 李菲茗, 李晓菲, 黄亚平, & 叶艳伟. (2018). 训练对同伴互评评分准确性的影响——以"三维动画设计与建模"课程为例. 中国远程教育, 2018, No.520(05), 63-67, 78.
-
[8] Li, F., Cohen, A.S., Bottge, B. & Templin. A latent transition analysis model for assessing change in cognitive skills. Educational and Psychological Measurement, 2016,76(2):181-204.
-
[9] Yao L. & Li F. A DIF Detection Procedure in Multidimensional Item Response Theory Framework Using MCMC Technique. International Journal of Quantitative Research in Education, 2015; 2(3):285–304.2020
-
[10] Papa F. & Li F. Evidence of the preferential use of disease prototypes over case exemplars among early year one medical students prior to and following diagnostic training. Diagnosis, 2015, 2(4):217-225
-
[11] Li F., Kalinowski KE, Song H, Bates B. Relationships between the Comprehensive Osteopathic Medical Achievement Test (COMAT) subject examinations and the COMLEX-USA Level 2-Cognitive Evaluation. Journal of American Osteopathic Association, 2014，144（9），714-721.
-
[12] Li F., Gimpel J., Arenson E., Song H., Bates B. & Ludwin F. Relationship between COMLEX-USA scores and performance on the American Osteopathic Board of Emergency Medicine Part I Certifying Examination. Journal of American Osteopathic Association，2014 114(4):260-266.
-
[13] Levy D., Dvokin R., Schwartz A., Zimmerman S. & Li F. (2014). Correlation of the Emergency Medicine Resident In-Service Examination with the American Osteopathic Board of Emergency Medicine Part I. Western Journal of Emergency Medicine, 15 (1), 45-50.
-
[14] Li, F., Cohen, A. S. & Shen, L.(2012). Investigating the Effect of Item Position in Computer-Based Tests. Journal of Educational Measurement, 49, 362-379.
-
[15] Orrill, C. H., Brown, R. E., Li, F., & Geisler, S. K. (2012). Questioning teacher goals in professional development: Shaping satisfaction perceptions, and performance. In B. Boufoy-Bastick (Ed.), Cultures of professional development for teaching: Collaboration, reflection, management and policy (pp. 573-600). Strasbourg, France: Analytrics.
-
[16] Shen, L., Li, F., Wattleworth, R., & Filipetto, F. (2010). The promise and challenge of including multimedia items in medical licensure examinations: some insights from an empirical trial. Academic Medicine, 85, S56-S59.
-
[17] Li, F., Cohen, A.S., Kim, S.H., & Cho, S.J. (2009). Model selection methods for mixture dichotomous IRT models. Applied Psychological Measurement, 33, 353-373.
-
[18] Cho, S.J., Li, F., & Bandalos, D.L. (2009). Accuracy of the parallel analysis procedure in exploratory factor analysis of polychoric correlations, Educational and Psychological Measurement, 69, 748-759.
