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本文采用项目反应理论中的拓广分部评分模型从四个方面评估了国际学生评估项目(PISA)的喜爱阅读指标对中国上海学生的合适度,以此为例探讨了如何运用项目反应理论的有效方法来对国际教育测评项目的问卷指标进行本地化研究。研究结果表明该指标的组成项目对上海学生喜爱阅读程度的区分度在可接受范围内,而且备选项的设置较为合理。但是,指标对于喜爱阅读程度低于平均水平的学生有最高的测量精确度,另外还发现有冗余项目。在删除冗余项目后,精简指标与长指标的综合评分高度相关。
This paper evaluates the suitability of PISA favorite reading indicators for Shanghai students in China from four aspects by using the Extended Division Scoring Model in project response theory as an example to discuss how to use the project response theory An effective way to localize the questionnaire indicators of the international education evaluation project. The research results show that the composition of this index is acceptable to Shanghai students in terms of reading preference, and the options are more reasonable. However, the indicator has the highest measurement accuracy for students who enjoy less than average reading, and redundant items are found. After removing redundant items, the downsizing index is highly correlated with the overall rating of the long index.