小学三年级数学成就测验的初步编制
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摘要
小学学业成就的评价，是基础教育教学过程中不可缺少的组成部分，也是基础教育考试改革的重中之重。我国当前对学生评价的两个主要依据是：基础性发展目标和学科学习目标，对学科学习的评价主要参照各学科的课程标准。成就测验就是根据课程标准和教学目标要求编制，用以测量学生对某一学科领域知识、概念、法则等掌握程度的学绩测验。为更好地服务于基础教育学科学习评价的目标，帮助教师了解学生的数学学业成就，本研究借鉴欧美基础教育考试的经验，尝试在项目反应理论的指导下，编制标准参照的数学成就测验，为三年级数学学科学习评价提供—辅助量表。为保证测验的准确、有效，编制测验前，制定了测验规范书和双向细目表，然后以二者为依据编写相应的项目。测验项目采用客观题形式(单项选择题)，以0、1记分，最后形成预测试卷四套，每套共80个项目。对预测数据进行贝佳检验，四套测验均符合单维性要求，运用ANOTE软件进行参数估计，测验基本拟合三参数逻辑斯蒂克模型，项目拟合度都在90％左右。为将四套测验的参数转换到同一量表系统上，以完成项目选择，研究采用非等组设计—铆测验，完成项目参数等值，并依据书签法确定测验的划界分数，进而确定划界分数处每个项目提供的最低信息量，结合测验领域规范书，选取52个项目组成正式测验。正式测验的信息量达到31.1548，估计标准误为0.1267，符合项目反应理论的要求。
The evaluation on the performance of the primary students is the essential part of the primary education as well as the key in the reforming of the examination in the primary school. The current evaluation of the students' performance mainly involves the two aspects: the goal of the fundamental development and the study aim of the subject. The performance of the study of certain subject is primarily evaluated by the curriculum criterion of the various courses. The achievement test is designed according to the curriculum criterion and teaching aims to measure the students' mastery of concepts, principle and knowledge in certain fields. In order to evaluate the performance of students better and help the teacher to measure the students' mastery of the mathematics. Under the instruction of the item response theory, the author designed the criterion referenced mathematics achievement test and provided a subsidiary test for the evaluation of the performance of mathematics of grade 3rd. To ensure the efficiency an
d accuracy, two-way specification table and test specification were designed before the experiment, the items were carefully determined. The items were adopted in the form of the single choice and the basic score was 0. 1. The research consisted of four tests with each containing 80 items. The Bejar method was carried out on the data collected and all the results were in accordance with the request of unidimensionality . When evaluated by ANOTE software, the data fitted Three-Parameter Logistic Model. To convert all parameters to the same scale, the research adopted Anchor-test design, and finished the item parameter equating. The cut-off score was determined by the bookmark method, thus the lowest item information provided by
each item are defined, considering the test specification.52 items were selected to constitute the formal test. The formal test information was 31.1548, SE=0. 1267, which was accorded with the requirements of the item response theory.
The evaluation on the performance of the primary students is the essential part of the primary education as well as the key in the reforming of the examination in the primary school. The current evaluation of the students' performance mainly involves the two aspects: the goal of the fundamental development and the study aim of the subject. The performance of the study of certain subject is primarily evaluated by the curriculum criterion of the various courses. The achievement test is designed according to the curriculum criterion and teaching aims to measure the students' mastery of concepts, principle and knowledge in certain fields. In order to evaluate the performance of students better and help the teacher to measure the students' mastery of the mathematics. Under the instruction of the item response theory, the author designed the criterion referenced mathematics achievement test and provided a subsidiary test for the evaluation of the performance of mathematics of grade 3rd. To ensure the efficiency an
d accuracy, two-way specification table and test specification were designed before the experiment, the items were carefully determined. The items were adopted in the form of the single choice and the basic score was 0. 1. The research consisted of four tests with each containing 80 items. The Bejar method was carried out on the data collected and all the results were in accordance with the request of unidimensionality . When evaluated by ANOTE software, the data fitted Three-Parameter Logistic Model. To convert all parameters to the same scale, the research adopted Anchor-test design, and finished the item parameter equating. The cut-off score was determined by the bookmark method, thus the lowest item information provided by
each item are defined, considering the test specification.52 items were selected to constitute the formal test. The formal test information was 31.1548, SE=0. 1267, which was accorded with the requirements of the item response theory.
引文
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