| 标准设定与等级划分 |
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| 引用本文： | 向冠春. 标准设定与等级划分[J]. 成人教育, 2013, 33(1): 14-20 |
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| 作者姓名： | 向冠春 |
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| 作者单位： | 教育部考试中心,北京,100084 |
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| 基金项目： | 全国教育科学“十一五”规划2009年度教育部重点课题《高等教育自学考试试题难度及标准研究》研究成果之一,课题编号为GFA097019 |
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| 摘 要： | 标准设定在教育测量领域是一个相当重要的议题,它涉及面十分广泛、备受人们争议,解决起来非常棘手。为了解决此难题,国外涌现出大量标准设定方面的理论研究和实践应用。我们在标准设定方面的研究还比较欠缺,文章归纳各种方法进行标准设定的步骤、介绍一些经典的标准设定方法以及剑桥评价在进行等级划分时的运用,以期对我们的标准设定实践有所助益,增加考试的信度。
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| 关 键 词： | 标准设定 等级划分 信度 |
Standard Setting and Grading |
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| XIANG Guan-chun. Standard Setting and Grading[J]. Adult Education, 2013, 33(1): 14-20 |
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| Authors: | XIANG Guan-chun |
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| Affiliation: | XIANG Guan-chun(The National Education Examinations Authority,Beijing 100084,China) |
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| Abstract: | Standard setting is a very important issue in education measurement.Standard setting involves very wide areas and attracts lots of criticism,so it is very difficult to solve.In order to solve this problem,there are a large number of standard setting methods on theoretical study and practical application.In our country,standard setting research is relatively deficient,this paper summarized standard setting steps,introduced some classical setting method and the grading method of Cambridge,so as to improve our standard setting practice and increase the reliability for our tests. |
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| Keywords: | standard setting grading reliability |
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