教育研究學報



The Assessment of Practical Ability in Science Using the Partial Credit Model

1992.第7卷(Vol. 7).pp. 33–40
 

The Assessment of Practical Ability in Science Using the Partial Credit Model

Malcolm J. ROSIER

Abstract

A science practical test was given to a sample of 220 students in 74 schools in Years 5 and 9 in Victoria (Australia). There were three problems, and four tasks per problem. The tasks were designed to minimise the supervision at the classroom level. A total test score was calculated using the partial credit version of the item response theory model. Each category of each of the 12 tasks was assigned a score (in logits) on the underlying scale that measured practical ability. The score for each student was measured as the location of the student on the scale. In order to simplify the description, these scores were then divided into five levels of science practical ability.

摘要

一科學實驗的測驗實施於220個學生中,他們來自澳洲維多利亞省74間學校的五年級及九年級。這測驗由三條大題目組成,每條大題目又可分為四條小題目。而每條小題目均要求學生做一項實際的工作(在每項工作中,學生可獲0,1,或2分,而全卷的滿分為24分)。這些題目的設計均盡量減少教師在場監督的需要。

本測驗的計分應用「測驗題回應理論模型」中的「部分績分模型」來處理。該十二條小題目的每一個分數均可在科學實驗能力績分表上取得一數值。而每個學生的成績亦能在該績分表上取得一個位置。在報告學生成績的時侯,為了簡便起見,該等績分共分為五個等級,而只報告學生所屬的等級。