中小学生阅读诊断量表的研发——以《3～6年级阅读诊断量表》为例
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摘要
阅读是人们获取信息、增长知识、识别真伪、提升素养的主要手段之一。但由于缺乏系统和有效的信息反馈手段,人们在阅读方面的投入与产出比例极不理想。本文在吸收语言学和认知心理学等研究成果的基础上,研发了一套以言语材料为载体,重点考察中小学生分析性思维和审辩性思维的阅读诊断量表。该量表大量采用了CTT、IRT、常模研发和测验等值等方面的先进技术和方法,成功克服了传统心理测量量表题目不变、分数不等值等方面的缺点,为改进教学、提高学生的阅读水平提供了有力的信息反馈工具。
Reading is one of the essential ways in acquiring knowledge or information and developing learning competencies. Due to the lack of a systematic feedback,however,the outcome of one's input on reading is typically undesirable. Based on the literatures on reading from both linguistics and cognitive psychology,a reading diagnosis scale for children graded from 3 to 6 has been developed. The construct of this scale is analytical reading and critical reading. With the methods from classical testing theory,item response theory,norming and equating,this scale has great advantages in equating,test security and validity over the traditional clinical assessment scales,in which items are fixed and cannot be used in any high-stake assessment programs. With this scale, teachers and students can benefit a lot by receiving systematic feedback on student's reading.
Reading is one of the essential ways in acquiring knowledge or information and developing learning competencies. Due to the lack of a systematic feedback,however,the outcome of one's input on reading is typically undesirable. Based on the literatures on reading from both linguistics and cognitive psychology,a reading diagnosis scale for children graded from 3 to 6 has been developed. The construct of this scale is analytical reading and critical reading. With the methods from classical testing theory,item response theory,norming and equating,this scale has great advantages in equating,test security and validity over the traditional clinical assessment scales,in which items are fixed and cannot be used in any high-stake assessment programs. With this scale, teachers and students can benefit a lot by receiving systematic feedback on student's reading.
引文
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[8]“建立中小学生学业质量分析、反馈与指导系统”项目组.“建立中小学生学业质量分析、反馈与指导系统”项目介绍[J].基础教育课程,2009(7):49-52.
[9]杨志明.综合素质评价背景下的学习能力测试[J].教育测量与评价,2017(4):5-11,64.
[2]唐建新.我国语文考试现状及其发展趋势[J].语文教学通讯:高中(A),2008(11):52-54.
[3]杨志明.搞好高中学业水平考试所必须的四项测量学准备[J].中国考试,2017(1):8-13.
[4]姜洪伟.美国分级阅读标准的理论基础[DB/OL].(2010-09-07).http://baby.sina.com.cn/news/2010-09-07/212744058.shtml.
[5]佚名.Developmental Reading Assessment K-8 Technical Manual(2nd).Pearson.[2017-04-15].http://assets.pearsonschool.com/asset_mgr/current/20139/DRA2_Technical_Manual_2012.pdf.
[6]舒华,李虹,杨志明,等.小学生汉语能力测验手册[Z].北京:北京师范大学(内部技术报告),2013.
[7]佚名.阅读能力的八项评价指标[DB/OL].[2017-04-25].http://ydzhenduan.com/blog/%e4%b8%bb%e9%a2%98%e8%b0%83%e7%a0%94/311.html.
[8]“建立中小学生学业质量分析、反馈与指导系统”项目组.“建立中小学生学业质量分析、反馈与指导系统”项目介绍[J].基础教育课程,2009(7):49-52.
[9]杨志明.综合素质评价背景下的学习能力测试[J].教育测量与评价,2017(4):5-11,64.