论文部分内容阅读
如何科学有效地实现对规定测量目标的测量,是大规模教育考试命题的核心。本文通过对不同测量目标下命题者期望考生做出的认知过程进行分析,初步总结不同测量目标试题的认知要素特点和命题规律,并采用IRT理论对依此规律命题的2009年生命科学高考(上海)卷实测数据进行分析。数据和分析显示,依据不同层次测量目标的认知过程对认知要素进行基础性、相关性、协调性的筛选与组合,对不同类型认知要素的量进行恰当的取舍以进行命题,基本符合高考生命科学卷的测量目标要求。
How to measure the measurement target scientifically and effectively is the core of the large-scale education examination proposition. This paper analyzes the cognitive process of candidates under different measurement targets, summarizes the characteristics of cognitive elements and propositions of different measurement target questions, and uses the IRT theory on the 2009 Life Science Entrance Examination (Shanghai) volume measured data analysis. Data and analysis show that the cognitive process based on the different levels of measurement of the cognitive process of screening, screening and combination of cognitive elements of basic, relevant, coordination, the appropriate amount of different types of cognitive elements to make the proposition, the basic conformity College Entrance Life Science Volume measuring target requirements.