自适应学习系统中基于Rasch的主题难度估计  

The Estimation of Topic Difficulty in Adaptive Learning Systems Based on the Rasch

作　　者：王丽萍[1,2] 赵蔚[3] 魏久鸿[4] 

机构地区：[1]东北师范大学教育学院,吉林长春130117 [2]吉林大学教育技术中心,吉林长春130012 [3]东北师范大学计算机科学与信息技术学院,吉林长春130117 [4]吉林大学公共计算机教学与研究中心,吉林长春130012

出　　处：《现代教育技术》2017年第6期115-121,共7页Modern Educational Technology

基　　金：2015年国家留学基金(留金发[2015]3012号)资助;2014年度教育部人文社会科学研究规划基金项目"基于知识图谱的开放学习资源自主聚合研究"(项目编号:14YJA880103);2013年全国教育科学"十二五"规划教育部重点项目"可视化技术支持下学科知识自主学习模型研究"(项目编号:DCA130224)的研究成果

摘　　要：在自适应学习系统中,为了更好地分配主题学习资源,教师需要确定主题的难易程度。文章通过对Rasch模型中主题难度初始值和学生知识水平的个性化设臵,依据学生对主题中所有参数化测试题的反应,实现了对主题难度的量化估计。在实证分析过程中,文章将模型所确定的主题难度估计值和专家所给的主题概念数、尝试次数比率、尝试错误率及学习绩效进行对比分析,结果表明:主题难度估计模型能够为每个主题赋予一个相对的难度值,对主题的难度估计比较准确,能够为教师在设计主题干预措施时提供依据。In order to better allocate the learning resources for each topic in the adaptive learning system, teachers need to identify the topic difficulty. Through the perisonalized settings for the initial value of topic difficulty in Rasch model and the students＇ knowledge level, the quantitative estimate on topic difficulty can be achieved according to the students＇ responses to the exercises of the topic. Furthermore, the topic difficulty estimated by the Rasch model was compared with the concept number of the topic, the ratio of the attempts, the error rate of the attempts and learning performances given by the experts. It was found that the Rasch model could give a relative value for the topic difficulty. Moreover, this value was comparatively accurate in estimating the topic difficulity, which could provide basis for teachers to design the topic intervention measures.

关 键 词：自适应学习系统 RASCH 主题难度 

分 类 号：G40-057[文化科学—教育学原理]