Please use this identifier to cite or link to this item:
The Study of Mathematics Item Analysis from math term examination foreighth-graders in Junior High School-A Case Study of A Junior High School in New Taipei City.
Comprehensive Assessment Program for Junior High School Students
classical test theory (CTT)
item response theory(IRT)
The aim of this research is to construct a mathematical achievement test based on the regulated test type and item-constructing principles of mathematical test in the Comprehensive Assessment Program for Junior High School Students. And hence we can understand properties of questions and students’ answering situation, both of which are useful for teachers to improve test-constructing skills and to adopt in remedial teaching. This study looks into the first term-exam of eight-graders in a certain junior high school in New Taipei City, using analysis programs such as Tester2 and ConQuest to analyze in approaches of classical test theory (CTT) as well as item response theory (IRT) to probe into properties like difficulty index, discrimination index, distraction, estimated value of students’ ability, and so on so as to analyze students’ answering performance and mis-concept. The credibility of the whole test is 0.86, which is just a standard good credibility. As for the part of test item analysis, the average difficulty of the multiple choices in the classical test theory (CTT) approach is 0.54, which is easy-moderate; the average discrimination value is 0.67, and it’s a good discrimination. If analyzing test items with item response theory(IRT) approach, the average difficulty is -0.2, which belongs to moderate range; in the estimated value of students’ abilities on the semi-Comprehensive Assessment Program for Junior High School Students, the average value of each class lies betwee -0.38 and 0.62, and the Standard Deviation is between 1.02 and 1.45; as for students’ telling test type, it falls into C&C’ type, meaning nearly fifty percent falls behind the academic attainments and are in urgent need of remedial teaching. According to the research results, this study proposes suggestions for teachers in future remedial teaching and improvement of test items.
|Appears in Collections:||學位論文|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.