摘要
目的以传染病预防健康素养题库为基础,比较和评价不同试题难度的测定方法。方法采用出题者原始评价、医学生主观评价、问卷调研的实际答对情况这3种不同指标所测出的难度值进行比较,评价不同难度计算方法的科学性和合理性。结果对3套难度指标的易、中、难3个区间进行频数统计,其卡方检验的结果有显著差异的(P<0.01)。实测单选题难度分布居中且较为均匀,偏态相对不明显,而判断题、多选题的难度则分别呈现了较为明显的正偏和负偏分布。原始评价和学生评价体系对于判断题的难度预估相对于实测难度普遍偏高,而多选题的难度预估则普遍偏低。关于总论、呼吸道、儿童常见呼吸和接触性传染病的题目实测难度较低,而关于虫媒性、动物源性传染病的题目实测难度较高。结论题目难度会随着考察点、题目类型的设置而不同,基于个人知识背景的主观判断可能会出现误差。题库难度分布的控制和优化需结合对应试者水平的了解,故应以实测数据为基准。
Objective To compare and evaluate the different methods of measuring the difficulty of questions based on test bank of health literacy on infectious diseases.Methods By analyzing and comparing the difficulty values of the three different indexes including the original assessment of question designers,the subjective assessment of the students,and the actual measuring by questionnaire survey,to evaluate the scientificity and rationality of different difficulty assessing methods.Results Comparing the three sets of difficulty indexes which divided into three intervals： easy,middle,and difficult,the chi-square test showed significant difference（P〈0.01）.Difficulty distribution of the single-selection questions by actual measuring was relatively mediate and even,but the distribution of true-false questions and multiple-selection questions were appear to be positive and negative skewed distribution.Comparing with actual measurement,both the designer assessment and the student assessment methods generally overestimate the difficulty of the true-false questions,while those methods generally underestimate the difficulty of multiple-selection questions.The difficulty on the general part,respiratory infectious disease,children＇s common respiratory infectious/contagious disease were measured lower.The difficulty on insect-borne and animal borne infectious diseases were measured easier.Conclusion The difficulty of questions varies with the setting of the point of knowledge and the type of questions,but person＇s subjective judgments based on individual knowledge may be lead to errors.In order to control and optimize the difficulty distribution of the test bank,it is necessary to combine the understanding of the corresponding level of the respondent.consequently,the actual measured data should be taken as the benchmark.
作者
夏明康
潘新锋
陈润洁
范晓宇
刘丽
丁园
顾沈兵
Xia Mingkang;Pan Xinfeng;Chen Runjie;Fan Xiaoyu;Liu Li;Ding Yuan;Gu Shenbing(Shanghai Center for Health Promotion,Shanghai,200040,China)
出处
《健康教育与健康促进》
2017年第4期325-329,共5页
Health Education and Health Promotion
基金
上海市卫生和计划生育委员会科研课题基金(20134150)
关键词
传染病预防
健康素养题库
试题难度
Infectious disease prevention
Test bank of health literacy
Item difficulty
