高中生物學(xué)教學(xué)評價的多元化測試信息分析方法的應(yīng)用研究.pdf

1、高中生物學(xué)教學(xué)評價的多元化測試信息分析方法的應(yīng)用研究DEVERSlFIEDTESTANALYSlSMETHODSUSEDlNHlGHSCHOOLBIOLOGYTEACHINGEVALUAT10N作者：王宇A(yù)uthor：WangYu申請學(xué)位類別和級別：教育學(xué)碩士ApplyforDegreeTypeandLevel：MasterofEducation學(xué)科專業(yè)：課程與教學(xué)論(生物教育學(xué))ProfessionalDisciplines：Curr

2、iculumandPedagogy(BiologyEducation)學(xué)位授予單位：浙江師范大學(xué)教!J幣教育學(xué)院Degree—ConferringUnit：CollegeofEducation，ZhejiangNormalUniversity指導(dǎo)教師：陳秉初GuidingTeacher：ChenBingchu論文提交日期：2013年3月20日SubmitDateofPaper：March20th2013DEVERSIFlEDTESTAN

3、ALYSISMETHODSUSEDINHIGHSCHOOLBIOLOGYTEACHINGEVALUATl0NABSTRACTThenewcurriculumrefonnonteachingevaluationhasputforwarditsnewrequirementrequiredteachingevaluationplayeditsguidefunctionmoreandnottoemphasisonscreeningtoomuch

4、Ontoday’ShighschoolbiologyteachingthemostcommonlyusedevaluationwastestbutitsanalysismethodsWassinglewhichusuallyusedstatisticsortingandrankingmethod，howeveLonlyusingthisanalysismethodcould‘treleasetheinfonnationinthetest

5、fullvThereforeusingavarietyoftestinformationanalysismethodstoanalysisthetestformultiangleanalysisinthisarticalThearticlemainlyincluded：1CharacteristicsandoperationofthetestinformationanalysisTostudy1iteratureforthethreek

6、indsoftestinfonnationanalysismethodssummedupthemodelthatsuittedforhighschoolbiologyteachingevaluationFirstofa11introducedthecharacteristicsandoperationofstatisticsortingmadrankingmethodwhichwasusedthemostfrequentlyathiqh

7、schoolbioloavteachinge、，aluationSecondlypresentedthecharacteristicsfunctionandspecificapplicablemethodtohighschoolbiologyteachingofthefourrelatedparameters(reliabilityvaliditvdifficulty。discriminationlinanal)’sismethod2M

8、ultipletestanalysismethodsinhighschoolbiologyteachingpracticereliedonahighsch001biologyunitlestusedthetestresultstosortandrankrelatedparametersanalysistheSPtableanalysisthenproxridedguidancefortheteachingFirstofall，fromt

9、hestudentdimension，statisticalsortandranktOanalysisthetestscoresandreceivedeachstudent’SperfomlanceandtheoverallsituationinthistestSecondlyfromthequestionsdimensionrelatedparametersanalysisusedExceltoanalysisToanalysisth

10、ereliability，thevalidity，thedifficulty，andthediscriminationintheclasscontext，obtainedPaperssequentialschedulingandwhetherthequestionswerecompatiblewiththepurposeoftheexamination；Finally，focusedonstudentproblemdimension，o

11、btainedstudentproblemonetoonecorrespondinformationtoprovidemoreaccurateinformationforteacherstOunderstandeachstudentintheclassandthetestgiventhemodeofSPtableintlletestevaluation3ConclusionsandCountermeasuresInthisstudyth

12、euseofdiversificaltestinformationanalysismethodsinhighschoolbiologyteachingcouldmakeupforthelackofsingleusesomemethodDevelopmentalfunctionsofformativeevaluationwouldbeachievedinpracticeProvidedcontinuousfeedback，theeffec

13、tofstudent1earning1earningcharacteristiCS1earningdifjficultiesand0t11erinformationforteathersintheprecessofteathing，asgroundsforfutureteaching；atthesametime，enablestudentstounderstandtheeffectoftheirownlearningtimelyunde