Rasch模型在物理試題質(zhì)量分析中的應(yīng)用
發(fā)布時(shí)間：2018-09-15 19:23
【摘要】：本研究把國(guó)際先進(jìn)的科學(xué)的測(cè)量理論Rasch模型引入到物理試題測(cè)評(píng)中。驗(yàn)證試題的質(zhì)量如何,試題是否科學(xué)、客觀、公平,試題的結(jié)構(gòu)、試題難度、試題中知識(shí)點(diǎn)分配及覆蓋面是否符合考試大綱的要求等。通過(guò)學(xué)習(xí)Rasch測(cè)量軟件Conquest3.0,了解軟件的命令編碼,軟件的實(shí)際操作流程。利用Conquest軟件對(duì)我省某次大規(guī)�？荚�?yán)砜凭C合物理主觀題做一次較全面和系統(tǒng)的分析。統(tǒng)計(jì)的樣本數(shù)為32442個(gè),該測(cè)驗(yàn)主觀題總分為72,樣本均值為26.48,標(biāo)準(zhǔn)差為15.22,方差為231.65,偏度為0.04,峰度為-0.76,均值標(biāo)準(zhǔn)誤為0.09,信度為0.81,Outift MNSQ和Infit MNSQ值都在可接受的范圍內(nèi),說(shuō)明本次測(cè)驗(yàn)信度較好,可以對(duì)題目難度和學(xué)生能力做出較全面、客觀的評(píng)價(jià)。Rasch模型對(duì)題目難度和被試者能力進(jìn)行分析,結(jié)果表明題目和學(xué)生能力都近似于正態(tài)分布,題目的難度相對(duì)高于學(xué)生能力水平。題目難度分布均勻,既有難題,又有容易題,第20題(T20)最容易,第19題(T19)較容易,第21題(T21)較難,第22題(T22)最難。各分?jǐn)?shù)段的考生分布非常合理。因此,這份試卷能很好地區(qū)分考生的能力水平,達(dá)到選拔人才的目的,其難度符合考試大綱要求。
[Abstract]:In this study, the international advanced scientific measurement theory Rasch model is introduced into the physics test. To verify the quality of the test questions, whether the questions are scientific, objective, fair, the structure of the test questions, the difficulty of the test questions, whether the distribution and coverage of knowledge points in the test questions meet the requirements of the examination outline, etc. Through the study of Rasch measurement software Conquest3.0, to understand the software command coding, the actual operation of the software flow. This paper makes a comprehensive and systematic analysis of the comprehensive physical subjective questions of a large scale science examination in our province by using Conquest software. The sample number was 32442, the total score of the subjective question was 72, the sample average was 26.48, the standard deviation was 15.22, the variance was 231.65, the deviation was 0.04, the kurtosis was -0.76, the mean standard error was 0.09, the reliability was 0.81outift MNSQ and Infit MNSQ were all within acceptable range. The results show that the reliability of this test is good and can make a more comprehensive assessment of the difficulty of the question and the ability of the students. The objective evaluation .Rasch model analyzes the difficulty of the question and the ability of the subjects. The results show that both the questions and the students' abilities are similar to the normal distribution. The difficulty of the problem is relatively higher than the ability level of the students. The difficulty distribution is even, both difficult and easy, 20 (T20) is the easiest, 19 (T19) is easier, 21 (T21) is more difficult, 22 (T22) is the most difficult. The distribution of candidates for each fraction is very reasonable. Therefore, this test paper can distinguish the ability level of examinee well, achieve the purpose of selecting talents, its difficulty accords with the examination outline request.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.7
本文編號(hào)：2244256
[Abstract]:In this study, the international advanced scientific measurement theory Rasch model is introduced into the physics test. To verify the quality of the test questions, whether the questions are scientific, objective, fair, the structure of the test questions, the difficulty of the test questions, whether the distribution and coverage of knowledge points in the test questions meet the requirements of the examination outline, etc. Through the study of Rasch measurement software Conquest3.0, to understand the software command coding, the actual operation of the software flow. This paper makes a comprehensive and systematic analysis of the comprehensive physical subjective questions of a large scale science examination in our province by using Conquest software. The sample number was 32442, the total score of the subjective question was 72, the sample average was 26.48, the standard deviation was 15.22, the variance was 231.65, the deviation was 0.04, the kurtosis was -0.76, the mean standard error was 0.09, the reliability was 0.81outift MNSQ and Infit MNSQ were all within acceptable range. The results show that the reliability of this test is good and can make a more comprehensive assessment of the difficulty of the question and the ability of the students. The objective evaluation .Rasch model analyzes the difficulty of the question and the ability of the subjects. The results show that both the questions and the students' abilities are similar to the normal distribution. The difficulty of the problem is relatively higher than the ability level of the students. The difficulty distribution is even, both difficult and easy, 20 (T20) is the easiest, 19 (T19) is easier, 21 (T21) is more difficult, 22 (T22) is the most difficult. The distribution of candidates for each fraction is very reasonable. Therefore, this test paper can distinguish the ability level of examinee well, achieve the purpose of selecting talents, its difficulty accords with the examination outline request.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.7
【參考文獻(xiàn)】
相關(guān)期刊論文 前4條
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2 王蕾;;Rasch測(cè)量原理及在高考命題評(píng)價(jià)中的實(shí)證研究[J];中國(guó)考試(研究版);2008年01期
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