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1、四年级数学成就计算机自适应测验（四年级数学成就计算机自适应测验（CATCAT）的初步编制）的初步编制【论文学科】基础心理学论文基础心理学论文【论文级别】硕士论文硕士论文, ,硕士毕业论文硕士毕业论文, ,硕士研究生论文硕士研究生论文【中文关键词】数学成就测验论文; 标准参照测验论文; 3PL 模型论文; 测验信息量论文; 计算机自适应测验论文【中文题名】四年级数学成就计算机自适应测验（CAT）的初步编制【英文题名】Primary Construction of Mathematics Achievement Computerized Adaptive Test for Grade 4th【所属
2、分类】社会科学 II,教育理论与教育管理,教育心理学【英文关键词】Mathematics Achievement Test; Criterion Referenced Test; Three-Parameter Logistic Model; Test Information; Computerized Adaptive test【中文摘要】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。我国对学生评价追求的两个主要依据是: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
3、对某一学科领域知识、概念、法则等掌握程度的学绩测验。另外对学生进行科学公正的评价是教育工作者一直追求的目标。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,实现因人施测,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,并接合计算机技术实现计算机自适应测验(CAT),为四年级数学学科学习评价提供一辅助工具。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),0,1 记分制,最后形成预测试卷四套(来源:ABC1b 论文 d5 网),每套共 60 个
4、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。根据模型拟合情况和估计的项目参数,对项目进行筛选,最后 141 个项目编入题库。并采用基于题目分类下的经验判断法,建立一个划界分数并运用 ANOTE 软件估计出在划界分数的能力值形式,以作为 CAT 评价学生能力达标的标准。在实现 CAT 过程中,能力估计采用众多人使用的极大似然估计和牛顿迭代法,并把项目信息量和=25 作为测验结束条件,确保了测验的精确度。(来源:A2bBC95 论 b9 文网 )【英文摘要】The evaluation on
5、 the performance of the primary students is the essential part of the primary education and the key in the reformation of the examination in the primary schools as well. The current evaluation of the students performance mainly involves two aspects: the goal of the fundamental development and the ai
6、m of study on the subjects. The evaluation on the performance of the study of certain subject is primarily based on the curriculum criterion of the various courses. The achievement test designed according to the curriculum criterion is to measure to what degree students master the concepts, the prin
7、ciple and the knowledge in certain fields. Additionally, all educationists are looking for a kind of method which will evaluate the performance of students scientifically and fairly. In order to improve the evaluation on the performance of students and help teachers measure the degree of students ma
8、stery on the mathematics so as to give each student a separate test, the author, borrowing the experience from America and Europe on exam of fundamental education and under the instruction of the item response theory and the computer technology , designed the criterion referenced mathematics achieve
9、ment Computerized Adaptive test (CAT) to provided a subsidiary test for the evaluation of the mathematics performance of Grade 4. To ensure the efficiency and accuracy, two-way specification table and testspecification, before the experiment, were designed, in terms of which the corresponding items
10、were carefully determined. Adopting the form of the single choice and the basic score 0 or 1, the items finally developed four test papers, each of which involves 50 items. The Bejar method was carried out on the collected data and all the results were in accordance with the request of unidimensiona
11、lity .When evaluated by ANOTE software, or so 90% data fitted Three-Parameter Logistic Model. After the anises of checkout result of model and preferences, only 141 items were taken in the item storage . The cut-off score was determined by the experience estimation method, and it is corresponding ca
12、pacity value was given by ANOTE software . In CAT the value was looked as the pass standard of student capacity. During the process of compiling the CAT ,Maximal likelihood estimators and the Newton Raphson method (N-R) were used to estimate the student capacity , and treated test information =25 as the test end standard , which was accorded with the requirements of the test precision.
