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在教育统计与测量中,人们越来越重视测量对象的动态变化。因为这是衡量教育或学习效益的重要指标。无论对于学生本人还是班集体,测量学习成绩的变化通常都是看考试分数的升降或名次前后的变化。笔者也曾提出过测量集体进步幅度的方块分析法(见本刊1987年第12期)。但是,使用以上方法都有一个前提:前后不同次考试的命题水平是较稳定的,即试题的难度分布和及格分数线前后都是一致的。否则,只用分数的升降或名次的变化来测量学习成绩的变化就
In education statistics and measurement, people pay more and more attention to the dynamic changes of the measurement objects. Because this is an important indicator of the effectiveness of education or learning. Regardless of whether the students themselves or the class of the class, changes in the measurement of academic performance is usually to see the test scores rise or fall or change before and after the rankings. The author has also proposed a block analysis method to measure the extent of collective progress (see the 12th issue of 1987). However, the use of the above method has a premise: the propositional level of the examination before and after different times is relatively stable, that is, the difficulty distribution of the examination questions and the consistency before and after the passing score line. Otherwise, the change in learning grades will be measured only by the rise or fall of scores or changes in rankings.