跨年级小学生数学学力认知诊断测验的IRT垂直等值分析  

IRT Vertical Equivalence Analysis of Cognitive Diagnostic Test for Cross-grade Pupils’Mathematics Learning Ability

作　　者：王欣瑜[1] WANG Xinyu(Inner Mongolia Normal University,Hohhot 010022,China)

机构地区：[1]内蒙古师范大学,呼和浩特010022

出　　处：《中国考试》2021年第2期47-55,共9页journal of China Examinations

基　　金：2018年度内蒙古自治区高等学校科学技术研究项目“核心素养视域下的儿童数学学力测评体系研究--基于内蒙古自治区的实践探索”(NJSY18032)。

摘　　要：本研究采用“共同题−锚测验”设计,使用R语言ltm程序包中的IRT两参数模型进行各年级小学生数学学力认知诊断测验和被试参数的估计,并使用equateIRT程序包进行跨年级小学生数学学力认知诊断测验各项参数的等值转换。结果表明,等值转换后各年级测验的题目难度和小学生数学学力均随年级增长而逐渐递增,不同学校、民族、性别学生的数学学力发展差异性特征均与理论假设相符。本研究验证了采用IRT垂直等值方法构建跨年级小学生数学学力发展水平垂直量表的可行性,为制定系统性补救教学方案和自适应题库建设提供了必要的实证证据。This study attempts to apply the IRT vertical equivalent method to the practice of cognitive diagnostic test for cross-grade pupils’mathematics learning ability,so as to realize the cross-grade comparative analysis of their mathematics learning ability development level.The design of“common question-anchor test”was adopted,and the estimation of test parameters and the vertical equivalent conversion of cross-grade parameters were carried out based on the self-made program of R language.The results show that after the equivalent conversion,the test difficulty and students’mathematics learning ability of each grade show the characteristics of gradually increasing with the grade,and the different characteristics of mathematics learning ability development of different schools,ethnic groups and gender groups are consistent with the theoretical hypothesis.The study verified the feasibility of using IRT vertical equivalent method to construct a horizontal vertical scale for the development of mathematics learning ability of crossgrade pupils,which can provide necessary empirical evidence for the subsequent development of systematic remedial teaching plan and the construction of adaptive question bank.

关 键 词：小学生数学学力 认知诊断测验 IRT垂直等值 

分 类 号：G405[文化科学—教育学原理]