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1 问题的提出 常有评价试题好与不好的文章见诸报刊,其分析多是根据教学经验评判的,属经验判断和定性分析。这虽是沿用已久的有效方法,但很不够,且经验判断有时还会出错。因此,要科学地评价试题,就必须作定量分析。 按照教育测量学和统计学理论,对试题的定量分析主要是难度和区分度指标。这对选拔性(常模参照)考试,尤为重要。国家教委考试中心颁布的高考物理科《考试说明》中,就明确地提出:“高考试题应具有适当的难度和必要的区分度”。然而难度与区分度概念及应用目前尚未被多数中学物理教师所掌握,因此有必要从理论和实际的结合上加以阐释和分析论证。
1 Proposal of the problem Often articles with good and bad evaluation questions are published in newspapers and magazines. Most of their analysis is judged based on teaching experience, which is an empirical judgment and qualitative analysis. Although this is an effective method that has been used for a long time, it is not enough, and experience judgments sometimes make mistakes. Therefore, to scientifically evaluate test questions, quantitative analysis must be performed. According to educational measurement and statistics theory, the quantitative analysis of test questions is mainly difficulty and differentiation indicators. This is particularly important for the selection (normative) examination. In the “Exam Description” of the College Entrance Examination Physics Examination issued by the National Education Commission Examination Center, it is clearly stated that “high examination questions should have appropriate difficulty and necessary differentiation”. However, the concept and application of difficulty and differentiation have not yet been mastered by most middle school physics teachers. Therefore, it is necessary to explain and analyze the theory and practice.