用多种物品进行测试的子分数的附加值
Kylie Gorney1, Sandip Sinharay2
1Michigan State University, East Lansing, MI, USA.
Educational and psychological measurement
|November 20, 2024
概括
下分数在教育测试中提供了宝贵的反. 这项研究发现,子分数更有可能在测试中提供附加值,与多元项目相比,二元项目.
科学领域:
- 教育测量教育的测量
- 心理测量 心理测量 心理测量
背景情况:
- 越来越多的人要求测试程序提供详细的性能反.
- 有兴趣使用子分数来提供更细致的见解.
- 经典测试理论 (CTT) 提供了一个评估子评分附加值的框架.
研究的目的:
- 调查教育测试中的子分数的附加值.
- 为了确定子分数是否提供超出总分数的有意义信息.
- 为了比较测试中的子分数的附加值与二分类与多分类项目.
主要方法:
- 利用哈伯曼的基于经典测试理论的方法来评估子分数的附加值.
- 分析了具有多种类型物品的测试数据.
- 与以前的研究相比,研究结果主要集中在二分类项目上.
主要成果:
- 在测试中,子得分更频繁地被发现具有附加值.
- 这与之前的发现形成鲜明对比,即子分数很少具有附加值,通常是由于专注于二分类项目的原因.
- 项目格式的性质极大地影响了子分数的附加值.
结论:
- 亚分数可以提供显著的附加值,特别是在多种项目的评估中.
- 当项目是多种类型的时,分值的报告更合理.
- 未来的研究应该考虑项目格式在评估子评分效用时.
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