【作者】 刘丽娟；

【导师】 范晓玲；

【作者基本信息】 湖南师范大学 ， 基础心理学， 2004， 硕士

【摘要】 评价改革是课程改革的重要内容。现在，对于学科学习的评价主要依据各学科的课程标准。本研究以义务教育数学课程标准为依据，以测量学的理论为指导，进行了小学低年级数学成就测验的初步编制，力图为课程改革提供一种科学的评价方法与工具。本测验为数学单科成就测验，适用于小学一、二年级，采用团体施测的形式，施测时以朗读方式呈现，测试项目均采用四选一的选择题型。每一年级各有A、B两套题册。在四所城市小学和两所农村小学进行了实测，得到了1157份有效试卷。经分析测试结果，得到了各测验的原始分；从结果得知，各测验的平均难度在0.47～0.54，平均区分度用鉴别指数法和点二列相关法计算均大于0.2；63.9％～88.8％的项目的诱答选项具有良好的诱答力；各测验的同质性信度系数在0.80～0.88之间，测量标准误在2.61～2.92之间；经专家判断法和经验法检验，测验具有良好的内容效度；探索性因素分析结果显示各测验均得到两个特征值大于1的因素，分别能解释方差的76.40％、72.99％、64.79％和62.28％。同时效度检验表明测验分数在不同年级、城乡之间有显著差异，男女生之间无明显差异，测验分数与学生期末数学成绩的相关为0.703～0.732；A、B套平行性检验表明测验基本平行。经上述分析可知，测验项目总体质量较好，内部一致性高，稳定性较好，测量标准误较小，内容效度和结构效度良好，同时效度较高，说明测验达到了测量学的要求。更多还原

【Abstract】 Evaluation reform is an important part of curriculum reform. The basis of the subject study assessment is the subject’ s curriculum criterion now. The research develops Mathematics Achievement Test for Low Grade of Elementary School based on the compulsory educations’ mathematics curriculum criterion and psychometrics theory, trying to afford a scientific evaluation method for curriculum reform. It’ s a math subject achievement test for Grade One and Two of elementary school. It’ s a group test and must be read to the student by tester. There is only one correct answer of four choices of all items. It’ s composed of two alternative copies for every grade: A and B. The test carried out at four city elementary schools and two rural elementary schools and got 1157 valid answer sheets. After analyzed the result, row scores of all tests were obtained. The results of items analysis showed that average difficulty of all tests were from 0. 47 to 0. 54, the range of index of items discrimination were over 0.20. The distraction analysis pointed out that incorrect choices of 63. 9%~88. 8% items had good distraction. The reliability study bespoke that the range of the homogeneity reliability of the test was from 0.80 to0.88, standardized errors of measurement (SEM) were from 2.61 to 2.92. The validity study indicated that it was regarded qualified by expert’ s method and experience method. There were two main factors by exploratory factor analysis of all tests. They decided 76. 40% for 1A and 72. 99% for IB and 64. 79% for 2A and 62. 28% for 2B of whole variance. The simultaneity validity analysis explained that there were remarkable differences among different grade, city and rural school, but no differences among sex. The correlations were 0. 703~0.732 between the test and the final math examination’ s marks. All results illustrated that there were little discrepancies between A and B. The quality of the items is fine. It has higher reliability and validity by several evidences, and meets the need of psychometrics.更多还原