基于题目参数等值的学习力成长性评价
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摘要
在学生的成长过程中,能否及时、准确地诊断出学生思维发展方面的缺陷意义非凡。不过,许多以知识考查为主的测试及其未经等值化处理的多次测试分数并不能解决这个问题。本研究运用Rasch模型中的题目参数等值技术,具体探讨学习力测试分数的等值问题,并利用学习力测试系统成功发现了"某校部分学生的量化思维能力提升迅速,而言语思维能力发展缓慢"的不平衡问题,这为打通学生的思维障碍、开发其学习潜力等提供了精准信息。
It is essential in the course of a student's development to identify any weaknesses in cognitive ability accurately and in time. However,knowledge-based tests and unlinked scores from their multiple administrations cannot satisfy this demand. Thus,a learning ability scale based on equated item parameter estimates must be developed. This paper demonstrates the creation of such a learning ability scale in a case study,where the scale is estimated using the Rasch model through the fixed anchor item parameter calibration method.The results indicate that the quantitative reasoning skills of the research sample have significantly improved in the recent past,while the verbal reasoning skills have not. This pinpoints unevenness in the students' cognitive development and allows teachers to provide focused help that will best lead students to reach their full potential.
It is essential in the course of a student's development to identify any weaknesses in cognitive ability accurately and in time. However,knowledge-based tests and unlinked scores from their multiple administrations cannot satisfy this demand. Thus,a learning ability scale based on equated item parameter estimates must be developed. This paper demonstrates the creation of such a learning ability scale in a case study,where the scale is estimated using the Rasch model through the fixed anchor item parameter calibration method.The results indicate that the quantitative reasoning skills of the research sample have significantly improved in the recent past,while the verbal reasoning skills have not. This pinpoints unevenness in the students' cognitive development and allows teachers to provide focused help that will best lead students to reach their full potential.
引文
[1]美国教育研究协会. AERA Issues Statement on the Use of Value-Added Models in Evaluation of Educators and Educator Preparation Programs[EB/OL].[2018-09-10]. http://www.aera.net/Newsroom/News-Releases-and-Statements/AERA-Issues-Statement-on-the-Use-of-Value-AddedModels-in-Evaluation-of-Educators-and-EducatorPreparation-Programs.
[2]王晓平,齐森,谢小庆.美国学校“成长测量”的7种主要方法[J].中国考试,2018(6):21-27.
[3]杨志明,贾立新,吕龙梅.基于IRT等值的阅读能力增值评价[J].教育测量与评价,2018(8):5-12.
[4]佚名.浙江英语高考成绩风波,“加权赋分”该如何做到公平[EB/OL].(2018-11-27). http://www.bjnews.com.cn/opinion/2018/11/27/525383.html.
[5]杨志明.走班制教学与学能诊断(下转第53页)测试[J].教育测量与评价,2017(8):5-12.
[6]杨志明.走班制教学中形成性测评的应用[J].教育测量与评价,2018(6):5-11.
[7]杨志明,王殿军,朱建宏.学习力测试及其在走班制分类分层中的应用[J].教育测量与评价,2019(4):3-9.
[2]王晓平,齐森,谢小庆.美国学校“成长测量”的7种主要方法[J].中国考试,2018(6):21-27.
[3]杨志明,贾立新,吕龙梅.基于IRT等值的阅读能力增值评价[J].教育测量与评价,2018(8):5-12.
[4]佚名.浙江英语高考成绩风波,“加权赋分”该如何做到公平[EB/OL].(2018-11-27). http://www.bjnews.com.cn/opinion/2018/11/27/525383.html.
[5]杨志明.走班制教学与学能诊断(下转第53页)测试[J].教育测量与评价,2017(8):5-12.
[6]杨志明.走班制教学中形成性测评的应用[J].教育测量与评价,2018(6):5-11.
[7]杨志明,王殿军,朱建宏.学习力测试及其在走班制分类分层中的应用[J].教育测量与评价,2019(4):3-9.