基于标准的高中学业水平等级性考试命题研究——以物理学科为例  

Research on Item Development of the High School Achievement Test Based on Standards: Taking the Subject of Physics as an Example

作　　者：刘世洪 肖立宏[2] 刘昕[3] 张思思[4] 韩晓彤 LIU Shihong;XIAO Lihong;LIU Xin;ZHANG Sisi;HAN Xiaotong(Beijing National Day School, Beijing 100039, China;Beijing Education Examinations Authority,Beijing 100083, China;National Education Examinations Authority, Beijing 100084, China;Peking University, Beijing 100871, China;Capital Normal University, Beijing 100048, China)

机构地区：[1]北京市十一学校,北京100039 [2]北京教育考试院,北京100083 [3]教育部考试中心,北京100084 [4]北京大学,北京100871 [5]首都师范大学,北京100048

出　　处：《中国考试》2019年第7期57-62,共6页journal of China Examinations

基　　金：国家教育考试科研规划2017年度课题“高中学业水平考试的命题策略研究”(GJK2017046);中国教育发展战略学会重点课题“新高考制度下高中学业发展的战略研究”(03091014)

摘　　要：新高考改革中,高中学业水平等级性考试承载着鉴定与选拔的双重任务,兼有标准参照和常模参照的测量学属性,既要依据课程标准考查学生是否达到标准中规定的知识和能力,尤其是核心素养的要求,又要准确描述其所达到的水平,以区分出等级,以利高校选拔人才。以高考综合改革某试点地区物理学科高中学业水平等级性考试实测试卷为例,对试卷考查的内容维度和试题难度运用项目反应理论进行分析,探索基于标准的等级性考试命题质量指标和分析方法,提出命制学业水平等级性考试试题的建议。The new high school achievement test serves dual purposes: to evaluate whether students attain certain competency levels as well as to facilitate university admission decisions. Hence, it is critical to design the items scientifically so that both purposes can be fulfilled. This study takes a physics exam as an example, and analyzes the items from criterion-referenced and norm-referenced perspectives. A series of qualitative and quantitative methods are used, including Wright map and factor analysis, to investigate whether the design of the items can warrant the dual usage of the test. Suggestions on how to assess students subject-based core competencies are discussed at the end of the article.

关 键 词：高考 高中学业水平考试 命题 课程标准 

分 类 号：G405[文化科学—教育学原理]