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1.
Florence Le Hebel Pascale Montpied Andrée Tiberghien Valérie Fontanieu 《International Journal of Science Education》2013,35(4):468-487
ABSTRACTThe understanding of what makes a question difficult is a crucial concern in assessment. To study the difficulty of test questions, we focus on the case of PISA, which assesses to what degree 15-year-old students have acquired knowledge and skills essential for full participation in society. Our research question is to identify PISA science item characteristics that could influence the item’s proficiency level. It is based on an a-priori item analysis and a statistical analysis. Results show that only the cognitive complexity and the format out of the different characteristics of PISA science items determined in our a-priori analysis have an explanatory power on an item’s proficiency levels. The proficiency level cannot be explained by the dependence/independence of the information provided in the unit and/or item introduction and the competence. We conclude that in PISA, it appears possible to anticipate a high proficiency level, that is, students’ low scores for items displaying a high cognitive complexity. In the case of a middle or low cognitive complexity level item, the cognitive complexity level is not sufficient to predict item difficulty. Other characteristics play a crucial role in item difficulty. We discuss anticipating the difficulties in assessment in a broader perspective. 相似文献
2.
A section of the secondary chemistry curriculum was analyzed to determine the level of cognitive demand of the various aspects of the selected topic. Piagetian levels of thinking of 71 pupils were initially assessed by two group tests, a unit on the mole was taught, and guidelines were used to estimate the level of cognitive operations required by each concept and problem type in the unit. Results of a 23-item test were used to compare the estimated level of cognitive demand of each test item with the Piagetian cognitive level of pupils who were able to answer the item correctly. It was found that pupil cognitive level was positively associated with overall unit test score and with percent success on all test items. Predicted levels of cognitive demand were confirmed for eight items and were within one level for nine additional items. 相似文献
3.
This report sets out the procedures followed in developing a set of science items to test a variety of intellectual skills deemed important in secondary school science and then analyzing them in order to examine their construct validity in relation to a technique of evaluation which analyzes the way in which individuals structure their responses to previously learned material (Biggs & Collis, 1982). The items covered the four sciences commonly taught in Australian schools, Geology, Biology, Physics, and Chemistry. Each item followed the superitem format devised by Cureton (1965) and consisted of a stem followed by four questions. Each group of four questions was devised so that they formed a hierarchy of difficulty levels. Nineteen of the items finally accepted as meeting the initial criteria were arranged for group testing to enable a validation trial to be carried out. The analysis showed that the items had construct validity in terms of the theory and were viable for testing certain science skills at the High School level. Implications of the study point to a need for further investigations in both the curriculum and teaching areas of school science. 相似文献
4.
"岗位主导、项目带动"课程模式构建探究 总被引：4，自引：0，他引：4
“岗位主导,项目带动”型课程模式,以专业培养目标所确定的职业岗位需求,主导专业的课程结构和课程内容的选择,以项目为载体组织课程内容,带动课程教学实施。其核心是构建项目实践体系,目标是把学生导向岗位工作体系。其课程开发体现了CBE、MES及行动导向等理念的统合。 相似文献
5.
难度不是试题的固有属性,而是考生因素与试题特征之间互动的结果。很多试题分析者倾向于将试题难度偏高的原因仅仅归结于学生未掌握相关知识或技能,而忽视试题本身的特征。通过分析60道难度在0.6以下的高考英语试题,探究其难度来源。结果显示,除考生因素外,难题或偏难题的难度来源也与命题技术有关,比如答案的唯一性与可接受性、考查内容超纲、考点设置与评分标准欠妥等方面的问题。为此,提出考试机构应提高命题水平,加强试题质量监控,确保大规模考试科学选拔人才。 相似文献
6.
Victoria Crisp 《Educational studies》2015,41(3):276-292
This research investigated the difficulty of examination questions for students with weaker reading skills. Item level performance data were obtained for all candidates who took a maths examination (for 16 year olds). A sub-group of students who had access to a reader was identified (students with proven reading difficulties are permitted to have an adult available to read the examination questions aloud). A matched control group of students was also identified. Facility values were calculated for the “Reader” and “Matched” groups and used to compare item difficulty between groups. Questions for which there was a statistically significant difference between scores for the two groups were selected for more detailed analysis of the responses given by 100 candidates from each group. The analyses attempted to identify the question features likely to have contributed to relative difficulty or ease for those with weaker reading skills. This can inform future question-writing practice. 相似文献
7.
In today's higher education, high quality assessments play an important role. Little is known, however, about the degree to which assessments are correctly aimed at the students’ levels of competence in relation to the defined learning goals. This article reviews previous research into teachers’ and students’ perceptions of item difficulty. It focuses on the item difficulty of assessments and students’ and teachers’ abilities to estimate item difficulty correctly. The review indicates that teachers tend to overestimate the difficulty of easy items and underestimate the difficulty of difficult items. Students seem to be better estimators of item difficulty. The accuracy of the estimates can be improved by: the information the estimators or teachers have about the target group and their earlier assessment results; defining the target group before the estimation process; the possibility of having discussions about the defined target group of students and their corresponding standards during the estimation process; and by the amount of training in item construction and estimating. In the subsequent study, the ability and accuracy of teachers and students to estimate the difficulty levels of assessment items was examined. In higher education, results show that teachers are able to estimate the difficulty levels correctly for only a small proportion of the assessment items. They overestimate the difficulty level of most of the assessment items. Students, on the other hand, underestimate their own performances. In addition, the relationships between the students’ perceptions of the difficulty levels of the assessment items and their performances on the assessments were investigated. Results provide evidence that the students who performed best on the assessments underestimated their performances the most. Several explanations are discussed and suggestions for additional research are offered. 相似文献
8.
9.
Dr. Joseph J. Roy 《Clearing house (Menasha, Wis.)》2013,86(6):275-276
Teachers can help minority children close the academic achievement gap in intermediate and middle school by combining literacy instruction and content-area material. This connection improves reading achievement and increases curriculum knowledge, even if students have previously experienced difficulty with primary school reading. Fortunately, upper-elementary and middle-level learners are still naturally curious, are developing cognitively, and have acquired some basic reading skills. Teachers can therefore extend students' previous learning by using a spiral curriculum, in which curricular concepts are introduced at an appropriate level and then revisited at more challenging levels. Teachers can also increase the academic complexity for students by using strategies that include picture books, word recognition skills, intensive subject matter, vocabulary in a meaningful context, Readers Theater, and after-school activities. 相似文献
10.
《The Journal of educational research》2012,105(5):205-207
AbstractThis study was an investigation to determine intellectual and non-intellectual variables associated with achievement, persistence, and change of curricular choice among secondary school pupils. The sample of 140 students was categorized into three groups: achievers (N = 86), those who encountered no academic difficulty in their four years of a curriculum; persisters (N = 23), those who encountered difficulty but remained in their initial choice; and changers (N = 31), those who changed their curriculum. The analysis of variance was applied to test significance of the intellectual variables; chi-square for the nonintellectual variables. The level of confidence used for significance was .05.All intellectual variables tested proved statistically significant. None of the non-intellectual variables tested for changers and persisters proved significant. The conclusion reached was that academic skills, especially reading, arithmetic, and language, related to achievement and persistence in curricular choice. 相似文献
11.
The study examined the differences in cognitive styles between two comparable groups of students at the Grade 9 (Secondary 3) level, namely the LSS (Lower Secondary Science) group who had been exposed to the practical-based, inquiry-oriented type of science and the non-LSS group of students who had studied the more traditional type of science in the “old” science curriculum. Their differences in science achievement are measured by the common IEA Science Paper-Pencil, Multiple Choice Criterion Test and also, by the Science Process or Practical Test (which measured three levels of process skills, such as the observation/manipulation, reasoning and investigation skills). Variance in science achievement thus measured is examined against the 4 cognitive preference styles of the students, (measured by the Combined Cognitive Preference Inventory) namely the “recall”, “principles”, “applications” and “questioning” modes of thinking. The findings indicated that (a) the attainment of the science process or practical skills was characterised by the type of science curriculum (LSS or non-LSS) and it was significantly associated with the achievement level of students, (b) the cognitive preference pattern covaried according to the students' level of science achievement and the type of curriculum and (c) the weak but significant relationship between performance in the science practical skills and the students' modes of cognitive style have important implications for teachers who are concerned about the intended effects of changes in the science curriculum on the consequent learning behaviour or cognitive outcome of their students. 相似文献
12.
以赛带训为高职机电一体化专业课程改革搭建了一个很好的平台。根据高职机电一体化专业实际岗位技能的需求,教学中要完善课程体系,综合课程内容,将专业知识按照岗位技能分类,并以以赛带训为载体,将各课程内容整合成一个完整体系落实到大赛项目中,以培养学生的各项职业能力。 相似文献
13.
《The Journal of educational research》2012,105(5):286-292
Abstract Studies have indicated that children have difficulty learning when they do not demonstrate certain prerequisite learning skills that involve attention, listening comprehension, and social skills. The authors evaluated the Ready To Learn (RTL) curriculum for its effectiveness in improving the prerequisite learning skills in 12 kindergarten classes (260 students) in 3 demographically similar elementary schools. Teachers in target classrooms were trained to deliver the RTL curriculum and 5 specific teaching strategies for use throughout the day. Students who received the intervention in those classrooms scored significantly higher than did comparison students on a listening comprehension measure and a student behavior rating scale. These findings may be an indicator that entire classrooms of students can be taught prerequisite learning skills as part of the daily curriculum and, as a result, show increases in school success behaviors. 相似文献
14.
Abstract The study of subjects in science and technology involves high level thinking. Student‐material match at the design stage of a curriculum refers, in most cases, to the general criteria of thinking and learning theories, such as the ability to carry out ‘formal operations’ according to Piaget. The question of relevance may arise when dealing with a specific subject matter, in this context. Checking the student‐material match through an achievement post test enables us to refer to the relevant contents. A method is proposed to characterise a test item through a content ingredient (Number of Schemes NS required for solution) and the required learner's resources (represented by the Problem Solving Taxonomy PST level). The Cognitive Difficulty Level CDL is then defined as: CDL=NS ? CDL. The validity of CDL as a difficulty index of a test item, has been verified in the case of teaching basic electronics at the high‐school level (tenth and eleventh grades): a decrease has been obtained in students' achievement scores with an increase in the CDL value. Two types of student populations have been involved in the study: high and low achievers. The findings indicate that at the initial stage of learning a new subject, mainly the content factor (NS) affects the difficulty level of a mental task. After the ‘transient time’ has elapsed, both factors, NS and PST (i.e. CDL) affect the cognitive difficulty level. In the later stages, when the complexity of the material increases, the effect of PST becomes most dominant. 相似文献
15.
Certain testing authorities have implied that the proportion of examinees who answer an item correctly may be influenced by the difficulty of the immediately preceding item. If present, such a "sequence effect" would cause p (as an estimate of item difficulty level) to misrepresent an item's "true" level of difficulty. To investigate this hypothesis, a balanced Latin square design was used to rearrange examination items into various test forms. A unique analysis of variance procedure was used to analyze the resulting data. The alleged sequence effect was not found. Certain limitations preclude the generalization of this finding to all students or to all testing situations. However, the evidence provided by this investigation does suggest that comments relating to sequence effects should be qualified as compared with presently appearing statements. 相似文献
16.
《Educational Assessment》2013,18(1):83-98
Contrasts between constructed-response items and multiple-choice counterparts have yielded but a few weak generalizations. Such contrasts typically have been based on the statistical properties of groups of items, an approach that masks differences in properties at the item level and may lead to inaccurate conclusions. In this article, we examine item-level differences between a certain type of constructed-response item (called figural response) and comparable multiple-choice items in the domain of architecture. Our data show that in comparing two item formats, item-level differences in difficulty correspond to differences in cognitive processing requirements and that relations between processing requirements and psychometric properties are systematic. These findings illuminate one aspect of construct validity that is frequently neglected in comparing item types, namely the cognitive demand of test items. 相似文献
17.
《The Journal of educational research》2012,105(6):313-315
AbstractIn an attempt to identify some of the causes of answer changing behavior, the effects of four tests and item specific variables were evaluated. Three samples of New Zealand school children of different ages were administered tests of study skills. The number of answer changes per item was compared with the position of each item in a group of items, the position of each item in the test, the discrimination index and the difficulty index of each item. It is shown that answer changes were more likely to be made on items occurring early in a group of items and toward the end of a test. There was also a tendency for difficult items and items with poor discriminations to be changed more frequently. Some implications of answer changing in the design of tests are discussed. 相似文献
18.
Building on Lazear's skill weights approach, we study the effect of having more or less heterogeneity in the training curriculum on the demand for and supply of apprentices. Modernizations of training curricula provide us with a quasi-experimental setting as these modernizations can be seen as a relatively exogenous shock. We argue that firms will train more apprentices when they have more choice options in the training curriculum because of (1) the higher productivity of graduates who have acquired more skills that are relevant for the firm, and (2) firms’ higher market power in the wage bargaining process with graduates. We test this hypothesis on data on the demand for apprentices in Germany in all occupations from 2004 to 2014. We find that a more heterogeneous curriculum increases both firms’ demand for and the supply of apprentices. 相似文献
19.
Alec M. Bodzin 《科学教学研究杂志》2011,48(3):281-300
This study investigated whether a geospatial information technology (GIT)‐supported science curriculum helped students in an urban middle school understand land use change (LUC) concepts and enhanced their spatial thinking. Five 8th grade earth and space science classes in an urban middle school consisting of three different ability level tracks participated in the study. Data gathering methods included pre/posttest assessments, daily classroom observations, daily teacher meetings, and examination of student produced artifacts. Findings indicated that content knowledge about environmental issues associated with LUC and spatial thinking skills involved with aerial and remotely sensed (RS) imagery interpretation increased for all learners. In most content and skill area clusters, effect sizes were larger for lower and middle track learners than for upper track learners. Achievement for spatial thinking items increased for all ability level tracks. The curriculum implementation appeared effective for enhancing spatial thinking skills involved with RS image interpretation to identify objects and investigate ground cover features. Learners at all ability levels had difficulty interpreting time‐sequenced images. Influencing learning contexts including curriculum design principles and instructional strategies are discussed. The findings from this study provide support that spatial thinking can be learned, can be taught formally to all students in an urban middle school, and can be supported by appropriately designed tools, technologies, and curriculum. © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 281–300, 2011 相似文献
20.
高中信息技术学业水平合格性考试作为标准参照性考试,命题过程需要按照考试目标及要求做好难度控制,通过准确预估试题难度控制试卷难度,实现考试结果与考试目标的一致。命题难度控制技术包括试题的难度预估、试卷难度的控制。通过确定影响难度的主要客观因素、设计简便易行的试题难度计算方法、建立试题难度预估的参照模型等三个环节探究试题难度预估的方法,结合实例进一步探究试卷难度的控制技术。 相似文献