摘要
基于计算机的测验已逐渐普及,但不同的计算机测验形式在测量相同任务时可能会产生测验结果的偏差,从而导致教育测量与评价结果的不公平性。文章基于项目反应理论,探讨了计算机化线性测验与计算机自适应测验在测验效率、测验结果的统计学特征及其对考生个体心理特质的影响是否等效等问题,并以师范生"现代教育技术"课程为例开展了实证研究,结果显示:两种测验中考生的分数具有可比性,计算机自适应测验具有更高的测验效率与测验信度,但有无即时反馈对考生测验焦虑的影响较大;而计算机化线性测验具有更合理的内容效度,有无即时反馈对考生测验焦虑的影响较小。文章的研究不仅对教学评价中测验形式的选择是否公平合理进行了科学分析,而且为施测者根据测验场景有针对性地选择测验形式提供了理论参考。
Computer-based tests have gradually become popular,while,different patterns of computer tests may produce deviations in test results when measuring the same task,leading to unfairness in educational measurement and evaluation results.Based on item response theory,this paper explored the question of whether computerized linear tests and computer adaptive tests were equivalent in testing efficiency,the statistical characteristics of test results,and the effects on the individual psychological characteristics of the test takers.Meanwhile,this paper conducted empirical research by taking the course"Modern Educational Technology"as an example.The results demonstrated that the scores of the candidates in the two tests were comparable.and the computer adaptive test had higher test efficiency and testing reliability,but the presence or absence of immediate feedback had a greater influence on examinees’test anxiety.Nevertheless,computerized linear test had more reasonable content validity,and the presence or absence of immediate feedback had less influence on examinees’test anxiety.The research of the paper not only scientifically analyzed whether the choice of test format in teaching evaluation was fair and reasonable,but also provided theoretical reference for the tester to choose the test format in a targeted manner according to the test scenario.
作者
李心钰
陆宏
LI Xin-yu;LU Hong(Faculty of Education,Shandong Normal University,Jinan,Shandong,China 250014)
出处
《现代教育技术》
CSSCI
2022年第1期85-93,共9页
Modern Educational Technology
