高中学业水平考试研究(一):基于Mislevy教育考试设计模型

Studies on High School Students Achievement Tests(1):Based on Mislevy Educational Examination Designing Model

学业水平考试中学科能力内涵及其结构居于核心地位,也是考试有效性或效度的核心内容。本文以教育考试设计的理论框架模型为指导,提出了建立高中学业水平学生模型与课程内容标准的关系,指出应当依据课程内容标准确立学业水平考试学科能力内涵及其结构,提出了确定学业水平考试学科能力内涵及其结构的程序和方法,并以上海市普通高中思想政治学科学业水平考试为例,呈现了该学科考试的学科能力内涵及其结构。同时,命题、组卷和评分标准的制定是学业水平考试的中心环节,根据教育考试设计理论框架模型中的任务模型及评分模型,命题阶段必须保证命制的每一道试题要考查一定的学科知识和认知技能;试题考查的认知技能应该与考试大纲或课程内容标准相应知识内容的认知要求保持基本一致;每道试题的评分标准的评分准则应该与试题考查的认知技能的认知要素保持一致,且评分的等级应该能够真实地反映考生在相应认知技能上的实质差异。高质量的试卷还要求其考查的认知结构和知识内容结构与课程内容标准的认知结构和知识内容结构保持基本一致;整卷试题考查的认知能力与课程内容标准相应知识内容认知要求的一致性也应达到一定的指标。在我国当前的考试实践下,知识内容结构与课程内容标准的知识内容结构保持一致存在一定的难度。目前可行的操作方法是试卷考查的知识内容领域(或一级主题)及其权重必须与课程内容标准保持基本一致;每个内容领域(或一级主题)内尽可能覆盖比较多的知识内容主题(或二级知识内容主题);每个内容领域(或一级主题)内以考查主干知识内容为主,主干知识内容权重应明显高于次要知识内容的权重。

The concept of subject-academic competence is the core of an achievement test and the key content of test validity. Using the Framework of Assessment Design, the author discusses the relationships between the Student Model of the Framework and the Subject Content Standards as well as the problems with which determine the concept and structure of subject-academic competence based on subject content standards, and introduces the procedures of writing them. The author alsoshows the concept and structure of the Achievement Test for the Essences of Politics, Economics and Philosophy of Shanghai High School. Item constructing, assembling and scoring scale making are central tasks of developing an achievement test. According to the Task Model and Scoring Model of the Framework For Assessment Design, we must assure that every item should measure the cognitive skill and subject knowledge of test takers, make the alignment of the cognitive skill and knowledge with that of the subject content standards and of the scoring criteria, and the scoring levels should reflect the differences of the test takers on the cognitive skill and knowledge. The high quality test also needs that the subject competence and knowledge structures of the test should align with that of the content standards. In the current test background of China, however, it is quite difficult to do that. In Shanghai Achievement Tests development, we just require that the test content domains should be consistent with that of the content standards, and every domain should involve the knowledge contents as many as possible and the main contents of the domains should be preferred.