摘要
针对两种测量理论(CTT和IRT)进行了分析和比较,提出在试题参数确定上的做法可以根据具体情况,以IRT在试题参数测试的不变性为基础,充分利用CTT的优点,抓住IRT与CTT的统计结果之间存在的相关性,取两者之所长,将两者有机地融合,实现客观评价教育质量的目的。
<Abstrcat>This article analyzes and compares two kinds of measurement theories (CTT and IRT), and proposes that the method of defining the parameter of test items should be based on the invariance of item parameter estimates in IRT, by making full use of the advantage of CTT, and focusing on the correlation revealed by statistical result of indices, combining the two by taking the merits of them, the purpose of evaluating quality of education objectively shall be realized.
出处
《上饶师范学院学报》
2005年第3期25-30,共6页
Journal of Shangrao Normal University
关键词
CTT
IRT
难度
区分度
回归
CTT
IRT
difficulty coefficient
differentiation index
regress
