基于IRT的数学学业质量增值评价及其应用  

Application of Mathematics Academic Quality Value-Added Evaluation Based on IRT

作　　者：朱哲民[1] 孔祥一 Zhu Zhemin;Kong Xiangyi

机构地区：[1]北华大学教育科学学院,吉林132013 [2]通榆县八面学校

出　　处：《教育测量与评价》2022年第5期21-31,共11页Educational Measurement and Evaluation

基　　金：国家社会科学基金教育学2019年青年课题“新高考背景下选考科目分数转换方法研究”(CHA190269);2020年吉林省社会科学基金“吉林省新高考选考科目分数转换方案选择研究”(2020B128)的阶段性成果。

摘　　要：基于项目反应理论(IRT)的增值评价既符合国家破除“唯分数”的政策需求,也符合我国当前评价方式的改革导向。以吉林省某地2020级小学毕业生为例,通过多维度测评指标体系构建试题,使用STATA软件以及Rasch模型对学生各维度能力进行估计。研究表明,基于IRT技术的增值评价既可以科学测评学生的学业能力,也可以为教师和学生开展个性化学习提供依据以及有针对性的诊断报告,还可以为教育行政机构做出决策提供数据支撑。为了帮助一线教师更好地开展增值评价,评价指标设计要结构化、评价方法要简易化、评价结果需可视化。On the one hand,the value-added evaluation based on item response theory(IRT)technology is in line with the national policy requirements of eliminating“only fractions”.And on the other hand,it conforms to the reform orientation of our country’s current evaluation methods.In this study,taking 2020 primary school graduates in a county of Jilin Province for example,the test questions were constructed through a multi-dimensional evaluation index system,and the STATA software was used to estimate the students’abilities in various dimensions using the Rasch model.Research shows that value-added evaluation based on IRT technology can not only provide students with personalized diagnostic reports,but also provide data support for educational administrative agencies to make educational decisions.Finally,three suggestions are put forward for the implementation of the first-line value-added evaluation:the value-added evaluation index should be structured,the value-added evaluation method should be simplified,and the value-added evaluation results should be visualized.

关 键 词：增值评价 学业质量监测 项目反应理论(IRT) 

分 类 号：G40-058.1[文化科学—教育学原理]