中小学教师资格考试测试结果的统计分析研究

中小学教师资格考试测试结果的统计分析内容包括各类考生群体的通过情况,基于经典测量理论的试卷分析、试题分析、项目功能差异分析,基于项目反应理论的试题参数分析。下一步应加强教师资格考试的效度研究,加强考试能力结构的分析,加强项目反应理论在教师资格考试题库建设以及未来计算机自适应考试中的应用。     

一种新型考试方式--基于计算机的自适应考试

基于计算机的自适应考试是将计算机技术与自适应考试理论应用于教育测量学的一种新型考试方式。这种考试方式建立在项目反映理论基础之上,采用计算机为考试工具,它与以纸、笔为工具的传统考试方式相比,有许多优点。国外近几年的水平考试已开始使用基于计算机的自适应考试。我国教育界应重视这方面的研究。     

以考试改革促注册会计师与社会同步发展——现代教育测量理论方法视角

注册会计师考试是注册会计师行业人才建设的基础环节,发挥着人才培养、人才选拔、人才储备的重要作用。测验考试理论方法的发展,为注册会计师考试改革提供了可能。本文运用现代教育测量评价的技术,能够对以经典测量理论为理论基础的注册会计师考试的优劣做出客观评析,就考试改革提出建议,以期促进注册会计师队伍的发展与建设。     

网上考试系统的设计与实现

考试系统是网上学习环境的重要组成部分。介绍计算机化自适应考试(Computerize Adaptive Test)的基本理论依据和实施过程，构建了设计题库的数据模型并提出一个基于Web的自适应考试系统框架结构，分别阐述了检索编辑模块、成绩管理模块、组卷模块、统计分析模块、辅助模块、试卷输出处理模块等考试系统六大模块的开发，特别是手动组卷模块功能的设计和实现。     

一种新型考试方法——基于计算机的自适应考试

基于计算机的自适应考试是将计算机技术与自适应考试理论应用于教育测量学的一种新型考试方式。这种考试方式建立在项目反映理论基础之上，采用计算机为考试工具具，它与以纸、笔为工具的传统考试方式相比，有许多优点。国外近几年的水平考试已开始使用基于计算机的自适应考试。我国教育界应重视这方面的研究。     

计算机自适应考试系统的设计

计算机自适应考试是项目反应理论和计算机技术想结合的产物,本文依据项目反应理论,对自适应考试系统的中的能力估计、选题策略和终止规则等关键模块的设计进行了较为深入的探讨,并提出了基于J2EE系统实现的模型框架。     

甄别多项选择题考试中答案抄袭的不同方法的比较

在美国,各个考试公司都会用不同的统计方法来检测考试中的舞弊现象。本文研究了两个检测舞弊的指数:基于经典考试理论的g2指数和基于项目反应理论的w指数。文章模拟了四种真实测试情形中常见的抄袭模式和几个可能影响指数的变量,研究结果表明,对于g2和w指数,在各种情形下,按照有偏差的估计参数以及真实参数计算出来的第一类错误率都是类似的,并且较低。因此,用有偏差的估计参数来计算g2和w指数不会增加将被抄袭者误认为抄袭者的可能性。而基于有偏差的估计参数的g2和w指数,只有在抄袭题目百分比较高且测试长度较长的情况下,才可能实现较低的第二类错误率。当抄袭题目百分比较低时,即便使用真实参数,g2和w指数都会造成较高的第二类错误率。     

项目反应理论在考试系统试题库中的应用

介绍了在网络考试系统中,经典测试理论(CCT)和项目反应理论(IRT)的优缺点,项目反应理论(IRT)理论模型及其应用,可以实现网络考试系统在组合试卷题目时,全面解决考试等值问题及参数估计更为准确等问题,使得考试系统能更科学地挑选试题。     

计算机自适应考试系统分析与设计

本文介绍了项目反应理论及计算机自适应考试系统的相关理论,对计算机自适应考试系统的需求进行了分析,并设计了功能模块及数据库。     

CTT与IRT测量原理之比较

通过对经典测量理论与项目反应理论在基本假设、测验精度计量、测验的标准误以及测验项目的筛选等四个主要领域的比较，可以发现项目反应理论具有被试能力估计的项目选择独立性、项目难度参数与能力参数的刻度统一性、项目参数估计的样本独立性、估计测量误差的精确性等几个优点；但是在某些模型中存在单维性假设难以满足、测验条件要求严格以及数学模型简约性差等需要解决的问题。     

考试质量在线测评系统的设计——以经典测试理论和项目反应理论为基础

在总结目前考试测评系统不足的基础上提出科学有效的考试质量评价方法,并在该方法的指导下运用经典测试理论和项目反应理论设计考试质量在线测评系统。系统具有创建新表、成绩统计、质量分析以及基于经典测试理论下的信度和效度分析等功能,能够满足广大教师对考试质量分析的需求。     

An NCME Instructional Module on Subscores

The purpose of this ITEMS module is to provide an introduction to subscores. First, examples of subscores from an operational test are provided. Then, a review of methods that can be used to examine if subscores have adequate psychometric quality is provided. It is demonstrated, using results from operational and simulated data, that subscores have to be based on a sufficient number of items and have to be sufficiently distinct from each other to have adequate psychometric quality. It is also demonstrated that several operationally reported subscores do not have adequate psychometric quality. Recommendations are made for those interested in reporting subscores for educational tests.     

基于项目反应理论的测验编制方法研究

本文在简单介绍项目反应理论的基础上,从计量分析的角度,深入探讨了应用项目反应理论编制各种测验的一般步骤;探讨了项目反应理论题库建设方法及基于题库的测验编制方法;探讨了标准参照测验合格分数线的划分方法。     

Minimizing the Influence of Item Parameter Estimation Errors in Test Development: A Comparison of Three Selection Procedures

In test development, item response theory (IRT) is a method to determine the amount of information that each item (i.e., item information function) and combination of items (i.e., test information function) provide in the estimation of an examinee's ability. Studies investigating the effects of item parameter estimation errors over a range of ability have demonstrated an overestimation of information when the most discriminating items are selected (i.e., item selection based on maximum information). In the present study, the authors examined the influence of item parameter estimation errors across 3 item selection methods—maximum no target, maximum target, and theta maximum—using the 2- and 3-parameter logistic IRT models. Tests created with the maximum no target and maximum target item selection procedures consistently overestimated the test information function. Conversely, tests created using the theta maximum item selection procedure yielded more consistent estimates of the test information function and, at times, underestimated the test information function. Implications for test development are discussed.     

对基于项目反映理论的计算机自适应测试方法的再思考

以项目反应理论IRT（ItemResponseTheory）为基础,介绍项目反应理论IRT的特点,以及基于项目反应理论IRT的计算机自适应测试的工作原理,并在此基础上总结了起点选择的方法,提出了测试流程两步制的改进方案,通过对测试流程的改进,大大减少了与被试能力值相差较远的测试项目,缩短了测试时间和计算量,同时能准确地估计被试能力值。     

Digital Module 08: Foundations of Operational Item Analysis https://ncme.elevate.commpartners.com

Item analysis is an integral part of operational test development and is typically conducted within two popular statistical frameworks: classical test theory (CTT) and item response theory (IRT). In this digital ITEMS module, Hanwook Yoo and Ronald K. Hambleton provide an accessible overview of operational item analysis approaches within these frameworks. They review the different stages of test development and associated item analyses to identify poorly performing items and effective item selection. Moreover, they walk through the computational and interpretational steps for CTT‐ and IRT‐based evaluation statistics using simulated data examples and review various graphical displays such as distractor response curves, item characteristic curves, and item information curves. The digital module contains sample data, Excel sheets with various templates and examples, diagnostic quiz questions, data‐based activities, curated resources, and a glossary.     

构建我国少儿英语远程计算机自适应测验题库的设想

本研究利用建构图设计一套含有六大部分的30道试题。题型包括拼写题、选择题和简答题。共有175名6到14岁儿童参加了此项考试。Rasch分析结果发现题组内局部题目依赖并不严重。信度为0．85。考题的难度和考生能力的配合度相当良好。我们根据建构图来编写考题,因此有一定程度的内容效度。但有9道题的难度稍微与原先预期略有出入。有5道题不大吻合Rasch模式的预期,没有发现在性别上有明显的项目功能差异。考生能力与学习英语的时间有正相关。最后探讨了基于信息通讯技术的远程计算机自适应测验的技术问题。     

The Examination of the Classification of Students into Performance Categories by Two Different Equating Methods

This study investigates the comparability of two item response theory based equating methods: true score equating (TSE), and estimated true equating (ETE). Additionally, six scaling methods were implemented within each equating method: mean-sigma, mean-mean, two versions of fixed common item parameter, Stocking and Lord, and Haebara. Empirical test data were examined to investigate the consistency of scores resulting from the two equating methods, as well as the consistency of the scaling methods both within equating methods and across equating methods. Results indicate that although the degree of correlation among the equated scores was quite high, regardless of equating method/scaling method combination, non-trivial differences in equated scores existed in several cases. These differences would likely accumulate across examinees making group-level differences greater. Systematic differences in the classification of examinees into performance categories were observed across the various conditions: ETE tended to place lower ability examinees into higher performance categories than TSE, while the opposite was observed for high ability examinees. Because the study was based on one set of operational data, the generalizability of the findings is limited and further study is warranted.     

基于题目反应理论的网络自适应考试

随着计算机的普及、网络的发展、教学和考试测评理论的更新,一种基于题目反应理论的计算机自适应考试已经越来越普及,它以其题目适应不同能力学生水平自动变化的特点,已经被越来越多的考试所采用,针对题目反应理论,需要对自适应考试实现等问题加以论述。