本文選題：PISA + TIMSS　； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：在當(dāng)前新課程的改革中,越來越重視教學(xué)評(píng)價(jià)的改革。在這一此新的高考改革中對(duì)考試內(nèi)容方面提出了一些新的要求,考試不僅應(yīng)該注重基礎(chǔ)和綜合的知識(shí)部分,還要注重考查學(xué)習(xí)者利用學(xué)習(xí)到的知識(shí)對(duì)一些問題進(jìn)行分析、解決的能力,以及他們能夠進(jìn)行獨(dú)立思考的能力。那么考試的試題在命制時(shí)也要符合這些目標(biāo)。PISA和TIMSS是國際主流的大規(guī)�；A(chǔ)教育評(píng)價(jià)項(xiàng)目,美國的國家教育進(jìn)展評(píng)估項(xiàng)目NAEP也是其國內(nèi)權(quán)威的中小學(xué)學(xué)業(yè)評(píng)價(jià)體系,本文通過對(duì)這三大教育測(cè)評(píng)項(xiàng)目中科學(xué)教育測(cè)評(píng)試題的分析,總結(jié)其試題特點(diǎn),以此為指導(dǎo),依據(jù)課標(biāo)與考試大綱,命制了部分中學(xué)生物學(xué)試題,并通過Rasch模型對(duì)命制試題的質(zhì)量進(jìn)行分析,以期對(duì)這一次考試評(píng)價(jià)改革中試題命制提供借鑒。通過從試題的構(gòu)成要素即情境、立意、答案、設(shè)問這些方面出發(fā),選取了測(cè)評(píng)的基本理念、試題的內(nèi)容情境、呈現(xiàn)方式和評(píng)分標(biāo)準(zhǔn)四個(gè)角度對(duì)比研究了 PISA、TIMSS、NAEP三大國際學(xué)生評(píng)價(jià)項(xiàng)目中的科學(xué)試題,歸納總結(jié)出國際科學(xué)教育測(cè)評(píng)試題的一些共同特點(diǎn):測(cè)評(píng)內(nèi)容注重多維化考查、試題內(nèi)容注重情景化以及試題呈現(xiàn)方式的多元化。結(jié)合PISA、TIMSS、NAEP三大國際科學(xué)教育測(cè)評(píng)項(xiàng)目中科學(xué)試題的特點(diǎn),以課程標(biāo)準(zhǔn)和考試大綱為依據(jù),分別從高中生物學(xué)三本教材必修一、必修二以及必修三中選取部分知識(shí)點(diǎn)作為試題的考點(diǎn),對(duì)一些高考試題、模擬題及習(xí)題等進(jìn)行了改編設(shè)計(jì)。呈現(xiàn)出糖尿病、種子的萌發(fā)以及蜜蜂三個(gè)試題單元。Rasch模型通過對(duì)數(shù)轉(zhuǎn)化將被試能力和試題難度轉(zhuǎn)化為logit分,能在單一維度尺子上對(duì)試題難度和學(xué)生能力水平之間進(jìn)行比較。本研究選取筆者實(shí)習(xí)時(shí)的班級(jí)作為測(cè)試對(duì)象,利用Ministep軟件對(duì)測(cè)試結(jié)果進(jìn)行分析,發(fā)現(xiàn)試題總體上來說與Rasch模型擬合較好,試題難度略低于學(xué)生能力水平,個(gè)別試題需要進(jìn)行修改或刪減。通過對(duì)結(jié)果的分析修改或替換相應(yīng)的試題。通過以上研究,表明PISA、TIMSS、NAEP等國際教育測(cè)評(píng)項(xiàng)目對(duì)我國教育改革具有一定的借鑒意義,試題的命制也是一項(xiàng)需要在實(shí)踐與思考中不斷提升的工作,而通過Rasch模型對(duì)試題質(zhì)量進(jìn)行分析,也能為命題工作提供測(cè)量學(xué)的參考依據(jù)。
[Abstract]:In the current reform of the new curriculum, more and more attention is paid to the reform of teaching evaluation. In this new college entrance examination reform, some new requirements are put forward in the examination content. The examination should not only pay attention to the basic and comprehensive knowledge part, but also pay attention to the ability to analyze and solve some problems by using the knowledge that the learners have learned. As well as their ability to think independently, the test questions are also in accordance with these goals.PISA and TIMSS are the major international mainstream education evaluation projects. The national education progress assessment project in the United States, NAEP, is also the domestic authority of primary and secondary school evaluation system. This article through the three major educational tests. On the basis of the analysis of the test questions of scientific education evaluation in the project, the characteristics of the test questions are summed up, which is guided by the instruction of the curriculum standard and the examination outline, and some secondary school biology questions are made, and the quality of the test questions is analyzed through the Rasch model, in order to provide reference for the test question life system in this examination evaluation reform. According to the situation, intention, answer, and question, we select the basic concept of evaluation, the content situation of the test, the presentation mode and the scoring standard four points of contrast and study the scientific test questions in the PISA, TIMSS, NAEP three international student evaluation projects, and summarize some common characteristics of the test questions of international scientific education: evaluation and evaluation. The content pays attention to the multi-dimensional examination, the content of the test topic is focused on the situation and the diversification of the examination question presentation mode. According to the characteristics of the scientific test questions in the three international scientific education evaluation projects of PISA, TIMSS and NAEP, based on the curriculum standards and the examination syllabus, the required part of the high school biology three textbooks, the required two and the required three parts are selected. As the test point of the test, some test questions, simulation questions and exercises are adapted and designed. The results show that diabetes, seed germination and the three.Rasch model of the bee are transformed into logit points through logarithmic transformation, and the difficulty of test questions and the ability of students can be water on a single dimension ruler. In this study, we choose the class as the test object, and analyze the results by Ministep software, and find that the test questions are generally better fitted with the Rasch model, the difficulty of the test questions is slightly lower than the students' ability level, and some questions need to be modified or deleted. The results are modified or replaced by the analysis of the results. Change the relevant test questions. Through the above research, it shows that the international education evaluation projects such as PISA, TIMSS and NAEP have some reference significance to our country's educational reform. The test question life system is also a work which needs to be promoted in practice and thinking, and the quality of the test questions is analyzed by the Rasch model, and it can also provide measurement for the propositional work. Reference basis.

【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6

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