摘要
天津市学科基本能力测试在追求甄别的准确性同时,突出强调评价的诊断、激励、反馈、调整等功能,强调评价促进学生发展、改进教师教学和提高管理决策的服务理念。在实施技术方面,以国家颁布的课程标准为依据建立测试内容框架,使课程标准转化为测试标准;规范试题命制,创设真实性较高的情境,有效地提高测试的信度和效度;对测试结果,结合使用项目反应理论(Item Response Theory,IRT)和经典测量理论(Classical Test Theory,CTT)对学生作答状况进行数据分析,对考试结果进行全面报告。建议今后创设更加灵活的考试形式,建立科学的题库系统,不断地扩大考试规模,进一步增强为基础教育服务的力度。
The implementation of Basic Competency Assessments（ BCA） is to pursue accuracy,emphasize the diagnosis,motivation,feedback and adjustment of assessment function as well; and to stress service idea that assessment can improve student development,teaching and management decision. As to the implementation technology,the assessment frame is established according to the National Standard Curriculum to change the curriculum standards into test standards; setting of test questions is standard,and the situation with higher facticity is created to increase the reliability and validity of the test; data of students＇ answers are analyzed according to Item Response Theory and Classical Test Theory to make overall report of test results. It is suggested that we create more flexible test form,build scientific item bank system,and expand the scale of examination to make further effort to serve the basic education.
出处
《天津师范大学学报（基础教育版）》
2014年第4期59-63,共5页
Journal of Tianjin Normal University(Elementary Education Edition)
关键词
学能测试
质量监测
课程标准
测试目标
测量技术
Basic Competency Assessments
quality monitoring
curriculum standard
test target
measuring technology
