achievement score 中文意思是什麼

achievement score 解釋
成就分數
  • achievement : n. 1. 完成；達到。2. 成績，成就；功績；造詣。3. 【徽章】紋章。
  • score : n 1 ?痕，截痕，刻痕，劃線；痕，抓痕；鞭痕；裂縫；記號。2 對號籌片。3 計算；百分數，成份；【運】比...
  1. In appraisal items choosing, we divide the items into three categories : profits, risk adjustment, and fluidness. detailed appraisal items are also set up to mirror the funds achievement comprehensively. in appraisal method choosing, we adopt universality analysis and the common used data envelopment analysis ( dea ) together, i. e., analyze the score of the numbered items first, then use dea and the analyzing software ems to calculate the funds " relative validity and get a rank of fund comprehensive achievement, trying to reflect the funds items and performance objectively

    在基金的評價指標選擇方面：將基金的評價指標主要分為三大類：收益類、風險調整類和流動性類，並設定了細分評價指標，力求全面地反映基金的業績水平；在評價方法選擇方面：採用了一般性分析和基金評價中目前較為流行的數據包絡分析（ dea ）相結合的方法，即通過對指標的量化評分進行比較分析，通過數據包絡分析法，利用ems分析軟體計算基金的相對有效性，從而進行綜合業績排名，力求客觀地評價基金的各項指標和綜合績效。
  2. The student with the outstanding achievement in total to learning during middle school study smooth score and graduation exam can reduce number of exam course door, actor to be admitted all right

    對中學學習期間學習總平分數以及畢業考試中成績優秀的學生可以減少考試科目門數、優行錄取。
  3. Four students were selected and awarded the " outstanding achievement award ", based on their attendance, class participation, results from the mid - term test and the score they received in their final group project

    課程成績是根據同學的出席率課堂參與表現中期測驗及期終小組專題報告等四方面作出評估。其中四名經評核后獲得最高分數的同學獲頒傑出學生獎，他們為依英文姓氏排序：
  4. In order to equate different test versions, the band score boundaries are set so that all candidates ' results relate to the same scale of achievement

    為了平衡各次考試之間的難度水平，我們在不同的分數段間劃分了明顯的界線，因此，考生的分數確實反映出了相同的成績結果。
  5. The major findings of the study were as follows : ( 1 ) for the teachers ' high expectation group, the internal control group had a higher score on a self - concept test and an achievement motivation questionnaire than external control group. ( 2 ) for the teachers ' low expectation group, the internal control group scored higher on a self - concept test than the external group, but there was no significant difference between two groups on an achievement motivation questionnaire

    收集的資料經使用智力為共變數進行單因子共變數分析，獲得如下的結果： （ 1 ）在高期望組中，內控學生無論是自我觀念或成就動機均高於外控學生； （ 2 ）在低期望組中，內控學生的自我觀念高於外控學生，但成就動機的差異並未達到顯著水準。
  6. The analysis of investigation result and test data suggests the following : ( 1 ) undergraduates keeps great learning motivation and interest and participation in scientific activities but less interest and participation in technical activities ; students majoring in science and engineering score higher than those majoring in literature and social science in the test, male students higher than female students, and the occupation of the tested students " parents is an influential factor ; students from key universities show more interest and participate more technical activities than those from average universities ; ( 2 ) by and large, the belief, outlook of value and attitude to creativity achievement are positive, and majors and genders make no significant effects ; ( 3 ) the students majoring in science and engineering from key universities performed

    測試結果表明： （ 1 ）我國大學生對科學活動的參與、科學知識的渴求程度與探求興趣比較高，相對來說，理科學生高於文科學生，男生高於女生，並受父母職業影響；我國大學生對技術活動的興趣較低，參與技術活動較少，但重點大學的學生比非重點大學的學生對技術活動有較高的興趣，參與技術活動較多。 （ 2 ）對創造性成就態度、信仰和價值觀總的來說是積極的，文理、性別差異均不顯著。 （ 3 ）在技術操作和物理感受性方面的能力、空間表徵能力上，重點高校理科學生高於非重點高校理科學生，非重點高校理科學生高於重點高校文科學生和非重點高校文科學生，男生高於女生；且這些能力受父母職業影響。
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