首页> 外文会议>Proceedings of the 13th IASTED international conference on computers and advanced technology in education >AN ACCURATE ABILITY EVALUATION METHOD FOR EVERY STUDENT WITH SMALL PROBLEM ITEMS USING THE ITEM RESPONSE THEORY
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AN ACCURATE ABILITY EVALUATION METHOD FOR EVERY STUDENT WITH SMALL PROBLEM ITEMS USING THE ITEM RESPONSE THEORY

机译:基于项目反应理论的小问题学生的准确能力评估方法

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摘要

To enhance the chance of use of the item response theoryrn(IRT) in universities, we developed a test evaluation systemrnvia the Web for university teachers, and we have beenrnevaluating students’ abilities by using the IRT system inrnmidterm and final examinations for two years.rnWe show a surprising aspect regarding the adoptionrnof the IRT system in university tests. That is, the IRT canrnnot only give us the problem difficulty information but alsorncan provide the accurate student ability evaluation, even ifrnthe number of problems is small. Therefore, we can includernhigh and low level test items together so that we canrnassess a variety of students’ abilities accurately and fairly;rnwe do not worry about providing easier problems that willrnmake the lecture level decline; in other words, we do notrncare about finding the most appropriate problem levels torneach student. We can provide all level problems uniformlyrndistributed to all students, and we can still assess the students’rnabilities accurately. Consequently, students do notrnraise claims about their scores; they seem to be satisfiedrnwith it. We show these results, in this paper, by a theoreticalrnbackground, a simulation study, and our empiricalrnresults.
机译:为了增加在大学中使用项目反应理论(IRT)的机会,我们通过网络为大学教师开发了一个测试评估系统,并且我们已经在两年的期中考试和期末考试中使用了IRT系统来评估学生的能力。在大学考试中采用IRT系统方面表现出令人惊讶的方面。也就是说,即使问题数量很少,IRT不仅可以为我们提供问题难度信息,还可以提供准确的学生能力评估。因此,我们可以将高水平和低水平的测试项目放在一起,以便我们能够准确,公平地评估各种学生的能力;我们不必担心会带来更简单的问题,而这些问题会使演讲水平下降。换句话说,我们不在乎寻找适合每个学生的问题级别。我们可以将所有级别的问题统一分配给所有学生,并且仍然可以准确评估学生的能力。因此,学生不会提高对分数的要求;他们似乎对此感到满意。在本文中,我们通过理论背景,模拟研究和我们的实证结果显示了这些结果。

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