心理科学
心理科學
심이과학
Psychological Science
2013年
2期
484~488
,共null页
入学准备 Rasch模型 项目反应理论 分部评分模型
入學準備 Rasch模型 項目反應理論 分部評分模型
입학준비 Rasch모형 항목반응이론 분부평분모형
school readiness, raseh model, item response theory, partial credit model
本研究的目的在于应用Rasch模型编制和分析数学入学准备测验，从而分析Rasch模型的有效性和优势。自编数学入学准备测试，对150名平均年龄为6．6岁的儿童进行测查，应用Rasch模型对题目和评分等级做出修正并分析结果。结果表明修正后的测试具有较好的信效度，较好地拟合了Rasch模型，评分等级设置合理，测试的整体难度相对较低。儿童的Rasch分数和性别无关，但受到年龄、家庭社会经济地位的影响。相对于经典测量理论而言，应用Rasch模型进行入学准备测试的编制和分析具有优势。
本研究的目的在于應用Rasch模型編製和分析數學入學準備測驗，從而分析Rasch模型的有效性和優勢。自編數學入學準備測試，對150名平均年齡為6．6歲的兒童進行測查，應用Rasch模型對題目和評分等級做齣脩正併分析結果。結果錶明脩正後的測試具有較好的信效度，較好地擬閤瞭Rasch模型，評分等級設置閤理，測試的整體難度相對較低。兒童的Rasch分數和性彆無關，但受到年齡、傢庭社會經濟地位的影響。相對于經典測量理論而言，應用Rasch模型進行入學準備測試的編製和分析具有優勢。
본연구적목적재우응용Rasch모형편제화분석수학입학준비측험，종이분석Rasch모형적유효성화우세。자편수학입학준비측시，대150명평균년령위6．6세적인동진행측사，응용Rasch모형대제목화평분등급주출수정병분석결과。결과표명수정후적측시구유교호적신효도，교호지의합료Rasch모형，평분등급설치합리，측시적정체난도상대교저。인동적Rasch분수화성별무관，단수도년령、가정사회경제지위적영향。상대우경전측량이론이언，응용Rasch모형진행입학준비측시적편제화분석구유우세。
As an important task of early childhood education, getting every child prepared for school is increasingly emphasized by the government, stake - holders and parents in recent years. In this background, researchers paid more attention to children＇s school-readi- ness. In this line of studies, it is essential to accurately assess children＇s school-readiness status. Using classic testing theory （CTT）, children＇s scores of each item are added together to get a total raw score for each individual. The reliability, validity and discrimination of the test are then analyzed based on these raw scores. This method meets challenges in school-readiness testing. First, the difficulty of the test and the ability of children are dependent on each other so that one cannot gain objective and independent estimates of children ＇s abilities and difficulty of the test as well. Second, school-readiness tests tend to have complex errors due to young children＇s low devel- opmental level and their lack of examination skills. However, it is hard to analyze errors using classic testing theory. Third, classic tes- ting theory takes raw score as equal interval variable while it is merely ordinal variable in essence. The Rasch model, on the other hand, can well solve these problems. The study aims to use the Rasch model in developing and analyzing a math school-readiness to in- vestigate its effectiveness and superiority in school-readiness testing. The study developed a test containing 13 items and used it to test 150 children （mean age = 6.6 years old, 89 males）. Using Rasch Model, the study analyzed the results and examined the reliability of the test and model fitness of each item. The study also investigated the items and their categories, and subsequently modified the orig- inal test. The final version has an individual separation reliability of. 70. All except one item have acceptable model fit indices, i. e. , mean square of both infit and outfit between. 7 to 1.3, and t statistics between -2 to 2. Most items＇difficulty levels are less than 1, in- dicating that the test is relatively easy for participants. The Rasch score for each participant was then calculated and was found to be sig- nificantly correlated with participants＂ age （ r = 16, p 〈 . 05） and socio-economic status （ r = . 47, p 〈 . 01 ）. The superiorities of u- sing the Rasch model in testing school-readiness status are also discussed. In general, the Rasch model provides more effective methods that facilitate item diagnosing and also helps generate more reliable scores for subsequent analyses than the classical test theory.
