数学教育测评中区分度指标的反思——兼论数学教育测评的跨学科特征

Reflection on the Discrimination Indicators in the Evaluation of Mathematics Education:Onthe Interdisciplinary Characteristics of Mathematics Education Valuation

区分度是经典的测量学理论中评估测评设计质量的基本指标之一,能够反映测评题目在区分具有不同数学学业成就的学生方面的效力,可以认为是在实践中应用最为广泛的试题质量评估指标。需要注意的是,区分度指标具有特定的统计学假设,在实践中,需要综合考虑区分度的统计学假设和数学认知过程的基本特征,合理参考区分度指标评估试题质量。数学教育测评具有鲜明的跨学科特征,在其理论与实践中,应注意综合运用跨学科的观点解决有关问题,作出合理的决策。

Differentiation is one of the basic indicators to evaluate the quality of evaluation design in classical measurement theory,which can reflect the effectiveness of evaluation questions in distinguishing students with different mathematical academic achievements,and can be considered as the most widely used quality evaluation index in practice.It should be noted that discrimination indicators have specific statistical assumptions.In practice,it is necessary to comprehensively consider the statistical assumptions of discrimination and the basic characteristics of mathematical cognitive process,and reasonably refer to the discrimination indicators to evaluate the quality of test questions.Mathematics education evaluation has distinctive interdisciplinary characteristics.In.its theory and practice,attention should be paid to the comprehensive use of interdisciplinary perspectives to solve relevant problems and make reasonable decisions.