华文认知能力测验的项目难度和区分度

摘要

目的 本研究的目的是验证新编华文认知能力测验(CCAS)项目的难度和区分度.方法 按分层随机取样法,在芜湖和无锡各选两所幼儿园、小学和中学.在每个学校每个年级各选2个班,在每个班随机抽取6～7名学生,年龄范围在6～16岁,确保每个年龄组30人(男女各半),实际取样333人,其中男167人,女166人.用华文认知能力测验对每个人组儿童进行个别测试,同时收集影响智力发展的相关因素.结果 1.项目的难度:华文认知能力测验各项目的难度分布在0.00～1.00之间,其中难度系数在0.30～0.70的条目占条目总数的60%,近似正态分布.2.项目的区分度:从总体看,63%条目的鉴别指数在0.2以上,85%的条目与分测验总分的相关系数在0.2以上.各分测验的鉴别指数除数字广度(0.24)和空间广度(0.22)外,其余均在0.31～0.51之间.结论 CCAS各分测验项目的难度分布合理、区分度较理想.%Objective To examine the difficulty and discrimination of the items in Chinese cognitive ability scale(CCAS).Methods By employing stratified sampling method,333(167 boys,166 girls) prospective subjects were recruited at random from the kindergartens,elementary schools or middle schools in both Wuxi and Wuhu City.Two classes in each school were enrolled in this study and 6 or 7 students were included randomlv with an age range of 6 to 16 years and females-male ratio of 1:1.All participants received no special education or related services.Demographieal date of each student undergone the CCAS were collected.Results 1.Difficulty:the difficulty of the iterms in the CCAS ranged from 0.00 to 1.00 and 60%of them ranged from 0.30 to 0.70.These resuits took normal approximation.2.Discrimination:in general 63% items of all the subtests were over 0.2.Thediscrimination of digit span subtest was 0.24, the spatial span was 0.22 and the rest ranged from 0.31 to 0.51.Conclusion The difficulty in all subtests is of reasonable design and the discrimination comes measurement to psychometric standard.