全国高等教育自学考试部分课程考试说明

全国高等教育自学考试《银行会计学》课程考试说明一、考试依据和范围1、以全国高等教育自学考试指导委员会颁发的本课程自学考试大纲为命题考试的依据。2、全国高等教育自学考试指导委员会指定的统编教材《银行会计学》(许明主编,2001年武汉大学出版社出版)为命题考试的必读教材。3、命题内容覆盖到各章。二、考试要求1、考试的题型有:单项选择题、多项选择题、名词解释、判断分析题、简答题、论述题、业务题(计算题、分录题)。2、在本课程试题中,不同难度试题的分数占总分比例为:较易30%,中等30%,较难20%,难20%。3、在本课程试题中,不同认…     

论高等教育自学考试试题难度的控制

高等教育自学考试试题难度的控制是命题工作中的主要内容和核心问题之一。本文论述了自学考试试题难度控制的意义、要求、基本措施以及试题难度调控的基本方法。特别指出自学考试大纲中对试题难度层次分值比例规定的不尽合理之处.并提出了相应的调整建议。分析了不同命题质量控制措施对试题难度控制的不同作用。最后,结合实例论述了试题难度调控的基本技术方法。     

谈谈数学中考题中的多选题

近年来各地数学中考题的选择题多以单项选择题形式出现,为了考查考生发散性思维以及对容易混淆知识点分辨能力,命题者进行了大胆的探索,命制了很多虽然答题结果是单项选择,但每个选项中多以两个或者两个以上的结果供考生选择的多项选择题,使此类试题成为考题中难度较大、作为考试     

2023年数学高考试题综合难度比较分析

高考作为一种选拔性考试，贯彻公平竞争、公正选择、公开透明的原则.而试题的难度是评价试卷质量的重要维度，因此有必要对不同高考数学试卷进行难度的比较研究.文章基于AHP理论构建的综合难度系数模型分析新高考Ⅰ卷、Ⅱ卷及全国甲卷、乙卷.在此基础上借助离散系数分析不同试卷难度差异的主要影响因素.     

浅析2001年高考解几题

20 0 1年普通高校招生全国统一考试数学 (理工类 )第 ( 1 9)题 :设抛物线 y2 =2 px( p>0 )的焦点为 F,经过点 F的直线交抛物线于 A,B两点 ,点 C在抛物线的准线上 ,且BC∥ x轴 ,证明 :直线 AC必过原点 O.这道题本是一道常规题 ,难度属中等 ,在试卷中占 1 2分 .但不少考生由于方法选择不当 ,导致会而不对 ,对而不全 .有的考生对试题似曾相识 ,但苦于找不到思路 ,只好望题兴叹 .本文拟从试题与书本的联系及几种不同的证明方法 ,谈谈自己的看法 .1　试题与课本的联系此题实属解几中证明三点共线问题 ,《平面解析几何》(人教版 )在不同的教…     

把脉单项选择易错点

单项选择是高考英语的一个必考题型。对于考生而言,单项选择试题因其灵活命题与全面考查的特点,具有一定难度。在具体解题过程中,往往会造成误选现象。     

2013年日本高考概率试题解析

日本大学入学考试分为两次进行,第一次是每年一月份举行的国家统一考试,统一考试之后,每年2、3月份各大学会根据不同情况进行自主命题,组织第二次考试.概率统计内容为日本高考的重点内容之一,在第一次考试及第二次考试中考查的比例很高.我国每年高考中涉及概率统计的大题,一般都难度适中,以考查简单概率问题以及期望等内容为主,而日本高考中的概率考查较我国难度较高,对逻辑思维、分析问题的能力要求较强,且通常会综合数学学科内其他知识来进行命题.本文从2013年日本高考概率试题中精选几道题型新颖、有代表性的试题进行解析,供各位同行参考.     

高考理科定量化试题“静态难度”影响因素的分析及调控

对试题难度的调控是提高高考命题质量的关键。定量化试题,作为高考理科综合考试中分布范围最广的一类试题,其难度将会直接影响到试卷的质量。本研究在前人的实践经验和研究结论的基础上,以近10年部分高考理科定量化试题为研究对象,科学分析影响高考理科定量化试题"静态难度"的9种因素,并据此提出相应的调控措施,旨在为试题命制提供有意义的参考。     

迭择题区分度的分析研究

区分度是表示试题鉴别不同水平的考生的能力的一项指标(注一),是检查试题的质量的一个重要指标。一份好的试卷,一道好的试题,都必须有良好的区分度。对于象高考这一类以选拔考生的主要目的的考试来说,一般要求区分度应高于0.4。区分度低于0.3的试题,必需修正或淘汰(注二)。怎样才能提高试题的区分度,保证考试的质量?什么样的试题区分度高?为弄清这一问题,我们对广东省1986年进行标准化考试改革所采用的三份试题(二次模拟考试和一次正式考试)中的选择题(共120题)的测试数据和试题情况作了初步的分析,其结果如下: 一、难度与区分度的关系难度即难易程度。习惯上用通过率(答对人数/考生总数)作为考察难度的指标。难度指标值高,试题越容易。好的试题应有     

2010年黑龙江省高考适应性训练考试英语学科质量分析——听力和单项填空部分

本文是对于黑龙江省2010年高考适应性训练考试英语学科的听力和单项选择部分做的质量分析,通过分析试题,把握命题者的命题思路及考查要点,对比历年的高考试题进行试题分析,同时针对学生在考试中出现的问题分析原因,指导后一阶段的复习和备考工作。     

Calibration and Scoring of Tests With Multiple-Choice and Constructed-Response Item Types

This article discusses and demonstrates combining scores from multiple-choice (MC) and constructed-response (CR) items to create a common scale using item response theory methodology. Two specific issues addressed are (a) whether MC and CR items can be calibrated together and (b) whether simultaneous calibration of the two item types leads to loss of information. Procedures are discussed and empirical results are provided using a set of tests in the areas of reading, language, mathematics, and science in three grades.     

Effect of Varying Item Order on Multiple-Choice Test Scores: Importance of Statistical and Cognitive Difficulty

Research on the use of multiple-choice tests has presented conflicting evidence about the use of statistical item difficulty as a means of ordering items. An alternate method advocated by many texts is the use of cognitive difficulty. This study examined the effect of using both statistical and cognitive item difficulty in determining item order. Results indicated that those students who received items in an increasing cognitive order, no matter what the order of statistical difficulty, scored higher on hard items. Those students who received the forms with opposing cognitive and statistical difficulty orders scored the highest on medium-level items. The study concludes with a call for more research on the effects of cognitive difficulty and suggests that future studies examine subscores as well as total test results.     

命题者：影响阅读理解测试效度的一个因素

本研究应用项目反应理论,从被试的阅读能力值和题目的难度值这两个方面,分析阅读理解测试中多项选择题命题者对考试效度的影响。实验设计中,将两组被试同时施测于一项“阅读水平测试”,根据测试结果估计出的两组被试能力值之间无显著性差异。再次将这两组被试分别施测于两位不同命题者所命制的题目,尽管这些题目均产生于相同的阅读材料,且题目的难度值之间并没有显著性差异,被试的表现却显著不同。Rasch模型认为,被试表现由被试能力和试题难度共同决定。因此,可以推测,这是由于不同命题者所命制的题目影响了被试的表现,并进而影响了使用多项选择题进行阅读理解测试的效度。     

Measurement Properties of Two Innovative Item Formats in a Computer-Based Test

Many innovative item formats have been proposed over the past decade, but little empirical research has been conducted on their measurement properties. This study examines the reliability, efficiency, and construct validity of two innovative item formats—the figural response (FR) and constructed response (CR) formats used in a K–12 computerized science test. The item response theory (IRT) information function and confirmatory factor analysis (CFA) were employed to address the research questions. It was found that the FR items were similar to the multiple-choice (MC) items in providing information and efficiency, whereas the CR items provided noticeably more information than the MC items but tended to provide less information per minute. The CFA suggested that the innovative formats and the MC format measure similar constructs. Innovations in computerized item formats are reviewed, and the merits as well as challenges of implementing the innovative formats are discussed.     

Experiences in the Application of Item Response Theory in Test Construction

Certain potential benefits of using item response theory in test construction are discussed and evaluated using the experience and evidence accumulated during 9 years of using a three-parameter model in the construction of major achievement batteries. We also discuss several cautions and limitations in realizing these benefits as well as issues in need of further research. The potential benefits considered are those of getting "sample-free" item calibrations and "item-free" person measurement, automatically equating various tests, decreasing the standard errors of scores without increasing the number of items used by using item pattern scoring, assessing item bias (or differential item functioning) independently of difficulty in a manner consistent with item selection, being able to determine just how adequate a tryout pool of items may be, setting up computer-generated "ideal" tests drawn from pools as targets for test developers, and controlling the standard error of a selected test at any desired set of score levels.     

完形填空测量能力的效度验证——基于答题过程的分析

本文通过定量与定性相结合的研究方法,对集库型完形填空和分题选择型完形填空进行比较研究。定量分析的结果表明,受试在两种测试中的分数存在显著差异。然而,有声思维的定性研究结果却显示受试在答题过程中都较多地使用了句内层面的信息来回答问题。其中从句层面的信息运用的最多,而跨句子的语篇层面信息的运用则相对较少,跨语篇层面的信息运用的最少。这一结果对命题及教学提出了新的思考。     

A Study of Sensori-Motor and Conceptual Thinking in Children between the Ages of Nine and Eighteen

In this research, the author addresses whether the application of unidimensional item response models provides valid interpretation of test results when administering items sensitive to multiple latent dimensions. Overall, the present study found that unidimensional models are quite robust to the violation of the unidimensionality assumption due to secondary dimensions from sensitive items. When secondary dimensions are highly correlated with main construct, unidimensional models generally fit and the accuracy of ability estimation is comparable to that of strictly unidimensional tests. In addition, longer tests are more robust to the violation of the essential unidimensionality assumption than shorter ones. The author also shows that unidimensional item response theory models estimate item difficulty parameter better than item discrimination parameter in tests with secondary dimensions.     

Comparisons among Designs for Equating Mixed-Format Tests in Large-Scale Assessments

In this study we examined variations of the nonequivalent groups equating design for tests containing both multiple-choice (MC) and constructed-response (CR) items to determine which design was most effective in producing equivalent scores across the two tests to be equated. Using data from a large-scale exam, this study investigated the use of anchor CR item rescoring (known as trend scoring) in the context of classical equating methods. Four linking designs were examined: an anchor with only MC items, a mixed-format anchor test containing both MC and CR items; a mixed-format anchor test incorporating common CR item rescoring; and an equivalent groups (EG) design with CR item rescoring, thereby avoiding the need for an anchor test. Designs using either MC items alone or a mixed anchor without CR item rescoring resulted in much larger bias than the other two designs. The EG design with trend scoring resulted in the smallest bias, leading to the smallest root mean squared error value.     

ESTIMATING THE RELIABILITY OF MULTIPLE TRUE-FALSE TESTS

This study was designed to examine the level of dependence within multiple true-false (MTF) test item clusters by computing sets of item intercorrelations with data from a test composed of both MTF and multiple choice (MC) items. It was posited that internal analysis reliability estimates for MTF tests would be spurious due to elevated MTF within-cluster intercorrelations. Results showed that, on the average, MTF within-cluster dependence was no greater than that found between MTF items from different clusters, between MC items, or between MC and MTF items. But item for item, there was greater dependence between items within the same cluster than between items of different clusters.     

Multidimensional Linking for Tests with Mixed Item Types

Numerous assessments contain a mixture of multiple choice (MC) and constructed response (CR) item types and many have been found to measure more than one trait. Thus, there is a need for multidimensional dichotomous and polytomous item response theory (IRT) modeling solutions, including multidimensional linking software. For example, multidimensional item response theory (MIRT) may have a promising future in subscale score proficiency estimation, leading toward a more diagnostic orientation, which requires the linking of these subscale scores across different forms and populations. Several multidimensional linking studies can be found in the literature; however, none have used a combination of MC and CR item types. Thus, this research explores multidimensional linking accuracy for tests composed of both MC and CR items using a matching test characteristic/response function approach. The two-dimensional simulation study presented here used real data-derived parameters from a large-scale statewide assessment with two subscale scores for diagnostic profiling purposes, under varying conditions of anchor set lengths (6, 8, 16, 32, 60), across 10 population distributions, with a mixture of simple versus complex structured items, using a sample size of 3,000. It was found that for a well chosen anchor set, the parameters recovered well after equating across all populations, even for anchor sets composed of as few as six items.