本文選題：項目反應理論 + 雙階自適應測試��； 參考：《山東師范大學》2017年碩士論文

【摘要】：英語作為一門在國際上比較通用的語言,在我國基礎教育階段就備受重視。而詞匯是語言學習中的基礎性分支,其重要性不言而喻。作為言語產出的源動力,詞匯在日常交際中發(fā)揮著不可替代的作用,對詞匯知識的掌握會直接影響到個體其他語言能力分項的水平。因此,英語詞匯知識的多寡在很大程度上表征了一個人英語水平的高低,對詞匯的測試就成為英語教學環(huán)節(jié)中非常關鍵的一部分。然而,目前的英語詞匯測試系統(tǒng)雖然在測試形式、詞匯的設置上展示出了優(yōu)良特性,但仍然存在諸多問題。對詞匯知識維度的測試不夠完善,只關注到詞匯廣度知識而忽略了詞匯深度知識;此外,傳統(tǒng)的紙筆測驗形式或簡單的基于計算機的測試已不能滿足人們對個性化測試的需求。因此,開發(fā)一個便于學生全面了解自身詞匯知識水平的個性化測試系統(tǒng)勢在必行。研究中采用了文獻研究法、數(shù)學模型法、問卷調查法、統(tǒng)計分析法等多種研究方法,在文獻查閱的基礎上明確了系統(tǒng)研發(fā)的基礎方向和終極目標。在系統(tǒng)設計階段,針對目前英語詞匯測試系統(tǒng)存在的問題以及人們對個性化測試的呼吁,以高中英語詞匯為例,設計了一個基于項目反應理論的英語詞匯知識雙階自適應測試系統(tǒng)。秉承了在詞匯廣度知識測試的基礎上再進行深度知識測試的思想,綜合考量詞匯知識的廣度與深度兩個維度,精確評估用戶的詞匯知識水平,為其帶來全新的測試體驗。在系統(tǒng)開發(fā)階段,采用DreamWeaver+ASP+Access的方式完成系統(tǒng)研發(fā),其中最核心的部分是兩個詞匯知識題庫的建設。在廣度知識題庫建設中,選用單參數(shù)邏輯斯蒂模型擬合試題,并從英語詞匯的詞頻、長度、語音書寫和諧程度三個維度綜合定義了3366個高中英語大綱詞匯的難度值。經統(tǒng)計,詞匯難度值的頻次分布大體擬合正太分布。在深度知識題庫建設中,選用了雙參數(shù)邏輯斯蒂模型。采用錨測驗的設計模式,通過試測收集被試作答深度測試題的真實數(shù)據(jù),借助國際上流行的參數(shù)估計軟件BILOGMG 3.0估計出初始參數(shù)值,然后利用平均數(shù)/標準差法進行等值,從而獲取了298道深度測試題的最終項目參數(shù)值。系統(tǒng)研發(fā)成功后進行了小規(guī)模測試,通過測試所得數(shù)據(jù)評估了系統(tǒng)的信度與效度水平,結果顯示系統(tǒng)信度、效度水平良好。此外,由于個體對自適應測試系統(tǒng)的滿意度在很大程度上影響著自適應測試的推廣,因此通過實證研究分析了計算機自我效能感、測驗焦慮兩大個體特質變量以及培訓對自適應測試系統(tǒng)滿意度的影響。借助問卷調查所得數(shù)據(jù),采用雙因素方差分析、配對樣本T檢驗的方式進行統(tǒng)計分析。研究結果表明,計算機自我效能感高的個體比計算機自我效能感低的個體對自適應測試系統(tǒng)的滿意度高;測驗焦慮對個體自適應測試系統(tǒng)的滿意度并沒有顯著影響,但測驗焦慮與計算機自我效能感的交互作用對系統(tǒng)滿意度影響顯著;培訓后個體對自適應測試的滿意度得到顯著改善。因此,今后在自適應測試推廣的過程中應重視培訓的作用,針對不同用戶群體合理地設計培訓內容及形式;并且,提高個體的計算機自我效能感同樣有助于自適應測試的普及。
[Abstract]:As a common language in the world, English is highly valued at the stage of basic education in our country. And vocabulary is the basic branch of language learning, its importance is self-evident. As the source of speech output, vocabulary plays an irreplaceable role in daily communication, and the mastery of vocabulary knowledge will directly affect the language knowledge. Therefore, the amount of English vocabulary knowledge to a large extent represents the level of one's English, and the test of vocabulary is a very important part of the English teaching link. However, the present English vocabulary testing system has shown excellent results in the form of test and the setting of vocabulary. There are many problems, but there are still a lot of problems. The test of the vocabulary knowledge dimension is not perfect enough to pay attention to vocabulary breadth and neglect the depth of vocabulary. In addition, the traditional paper pen test form or simple computer based test can not meet the needs of people's individualized testing. It is imperative to understand the personalized test system of the knowledge level of its own vocabulary. In the study, many research methods such as literature research, mathematical model, questionnaire and statistical analysis are adopted, and the basic direction and ultimate target of the system R & D are clarified on the basis of literature review. In the case of high school English vocabulary, a two order self-adaptive test system of English vocabulary knowledge based on the theory of project response is designed, which is based on the test of vocabulary breadth to test the depth of knowledge, and take a comprehensive consideration of the breadth of vocabulary knowledge. And the depth of the two dimensions, accurate evaluation of the level of the user's vocabulary knowledge, to bring a new test experience for them. In the system development stage, the system is completed by DreamWeaver+ASP+Access, the most important part of which is the construction of two vocabulary knowledge database. The difficulty value of the vocabulary of 3366 high school English syllabuses is defined by fitting the test questions and the three dimensions of word frequency, length and phonetic writing harmony of English vocabulary. By testing and collecting the real data of the subjects to answer the test questions, the initial parameter values are estimated by the international popular parameter estimation software BILOGMG 3, and then the average number / standard deviation method is used to obtain the final item parameter values of the 298 depth test questions. The reliability and validity of the system are evaluated by the test data, and the results show that the reliability and validity of the system are good. In addition, because the satisfaction of the individual to the adaptive test system has a great influence on the popularization of self-adaptive test, the self-efficacy of the computer is analyzed by the empirical study, and the test anxiety is two big. The effect of the body trait variables and the training on the satisfaction of the adaptive test system. By using the data from the questionnaire survey, the two factor variance analysis and the paired sample T test are used to carry out statistical analysis. The results show that the individual with high self-efficacy of computer is better than the self-efficacy of the self-adaptive test system. The satisfaction of test anxiety has no significant influence on the satisfaction of individual self-adaptive testing system, but the interaction of test anxiety and computer self-efficacy has significant influence on system satisfaction. The satisfaction of self-adaptive test after training is greatly improved. Therefore, it should be paid more attention to in the process of adaptive test promotion in the future. The role of training is to rationally design training content and form for different user groups, and improving the self-efficacy of the individual is also helpful to the popularization of self-adaptive testing.

【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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