大學(xué)物理課程考試及評(píng)價(jià)問(wèn)題的研究

1、大學(xué)物理課程考試及評(píng)價(jià)問(wèn)題的研究 目  錄中文摘要1前言11 教育測(cè)量理論概述12教育測(cè)量的質(zhì)量指標(biāo)22.1 信度和信度的測(cè)量2  2.1.1 信度3  2.1.2 信度的計(jì)算4    2.1.3 影響信度系數(shù)的因素42.2 效度和效度的測(cè)量5    2.2.1效度5    2.2.2 效度的分析5  2.3 難度和難度的測(cè)量5    2.3.1 難度5    2.3.2 難度的計(jì)算6  

2、;  2.3.3 難度對(duì)測(cè)驗(yàn)的影響6 2.4 區(qū)分度和區(qū)分度的測(cè)量6    2.4.1 區(qū)分度7    2.4.2 區(qū)分度的計(jì)算8    2.4.3區(qū)分度對(duì)測(cè)驗(yàn)的影響83 數(shù)據(jù)及數(shù)據(jù)分析8  3.1 數(shù)據(jù)表的說(shuō)明83.2 數(shù)據(jù)表8    3.2.1 02級(jí)第1學(xué)期數(shù)據(jù)表8    3.2.2 02級(jí)第2學(xué)期數(shù)據(jù)表9    3.2.3 03級(jí)第1學(xué)期數(shù)據(jù)表10  &nbs

3、p; 3.2.4 03級(jí)第2學(xué)期數(shù)據(jù)表113.2.5 04級(jí)第1學(xué)期數(shù)據(jù)表11    3.2.6 04級(jí)第2學(xué)期數(shù)據(jù)表124總結(jié)分析13參考文獻(xiàn)16英文摘要16致謝18大學(xué)物理課程考試及評(píng)價(jià)問(wèn)題的研究 摘要：根據(jù)大學(xué)物理課程改革的要求，本論文利用了現(xiàn)代教育測(cè)量理論對(duì)我校大學(xué)物理課程（80學(xué)時(shí)）的考試成績(jī)進(jìn)行了分析測(cè)量。其主要目的有下列兩方面：1、檢驗(yàn)我校大學(xué)物理考試（80學(xué)時(shí)），不同的專(zhuān)業(yè)在同1考試條件下的效果；2、通過(guò)對(duì)我校大學(xué)物理考試成績(jī)的評(píng)價(jià)分析為我校大學(xué)物理教學(xué)、考試改革提供1些理論上的參考。主要內(nèi)容有：首先，簡(jiǎn)述相關(guān)教育測(cè)量理論。接下來(lái)對(duì)我校0

4、2級(jí)、03級(jí)和04級(jí)3個(gè)年級(jí)共6個(gè)學(xué)期的大學(xué)物理考試成績(jī)進(jìn)行統(tǒng)計(jì)。再對(duì)統(tǒng)計(jì)數(shù)據(jù)進(jìn)行信度、效度、難度和區(qū)分度的計(jì)算測(cè)量，并對(duì)計(jì)算得出的數(shù)據(jù)進(jìn)行分析。最后，根據(jù)分析結(jié)果，提出我校大學(xué)物理考試中存在的1些不足之處，并為完善我校大學(xué)物理考試提出1些設(shè)想。通過(guò)本文的測(cè)評(píng)分析從總體上來(lái)看：我校大學(xué)物理的考試比較正常；同時(shí)也可得出我校理工科的不同專(zhuān)業(yè)，在進(jìn)行大學(xué)物理考試時(shí)可在同1考試條件下進(jìn)行。但也可看出我校大學(xué)物理考試中存在1些不足之處，比如：有兩學(xué)期（03級(jí)第1學(xué)期和04級(jí)第2學(xué)期）考試的信度系數(shù)不是很理想；以及存在信度和區(qū)分度不對(duì)應(yīng)等情況。這是我校第1次對(duì)大學(xué)物理課程考試進(jìn)行測(cè)評(píng)，文章提出了1些完善我

5、校大學(xué)物理考試的建議，希望這些能為我校大學(xué)物理課程教學(xué)和考試改革提供幫助。關(guān)鍵詞：大學(xué)物理；考試；信度；效度；難度；區(qū)分度the research on college physics examination and assessment abstract: according to the requirements of curriculum reform on college physics , this thesis analyses and measures the examination achievements of college physics (80 period)

6、 in our university, making use of the modern measurement of education theory.its main purpose reaches two aspects as follows: a. to the assessment of verifying the effect of college physics examination carried out by students of different majors under the same condition; b. to offer some theoretical

7、 references for college physics teaching and examination reform in our university, through the appraisal analysis to college physics examination achievements of college students.   the main contents are: first, describe the measurement of education theory briefly. then, sum up the college

8、physics examination achievements of grades 02,03,04, totally six semesters. next, calculate the validity, effective degree, degree of difficulty and distinguish between degrees of these static iced dates and then analyze the results. finally, according to analysis results, point out the deficiencies

9、 existing in our college physics examination, and put forward  some assumption for perfecting our universitys college physics examination .   viewing entirely through the evaluation analysis, we can conclude that the physical examination in my university results is on a normal level a

10、nd that different majors of science and angering can take part in the physics examination under the same condition. at the same time, we can see the deficiencies of the physics examination of our university. for instance, the validity of these two semesters(the first semester of grade 2003 and the s

11、econd semester of grade 2004) is not very good, also there are some problems on the degrees of difficulty and the distinguish between degrees etc.    since, its the first time that we have evaluated the college physics examination of our university. this thesis also puts forward some

12、suggestions, in the hope of offing some help for the teaching and these reform of college physics of our university. keywords: college physics; examination; validity; effective degree; degree of difficulty; distinguish between degrees前言  大學(xué)物理是高等學(xué)校理工科的1門(mén)重要的必修基礎(chǔ)課程，其課程目標(biāo)是優(yōu)化學(xué)生知識(shí)結(jié)構(gòu)、培養(yǎng)學(xué)生能力、提高學(xué)生素質(zhì)等。根據(jù)物理學(xué)的特點(diǎn)，以及大學(xué)物理課程改革的原則。為了使學(xué)生系統(tǒng)而全面地掌握物理學(xué)知識(shí)，提高學(xué)生素質(zhì)，以及為所學(xué)專(zhuān)業(yè)打下堅(jiān)實(shí)的基礎(chǔ)。必須加強(qiáng)物理學(xué)的教學(xué)工作。針對(duì)現(xiàn)在大學(xué)物理教學(xué)中的現(xiàn)狀，考試成了急需改革的問(wèn)題。但目前有關(guān)大學(xué)物理教學(xué)、考試改革的研究，主要集中在如何改變教學(xué)方式、教學(xué)手段（采用啟發(fā)式、討論式和開(kāi)放式等多種行之有效的教學(xué)方法，引導(dǎo)學(xué)生思考，強(qiáng)化7）和考試方式（根據(jù)學(xué)科特點(diǎn)和各年級(jí)的不同情況，考試1般采用口試、筆試、開(kāi)卷考試、閉卷考試等形式5）上。真正利用現(xiàn)代教育學(xué)測(cè)量理論對(duì)大學(xué)物理課程考試成績(jī)進(jìn)行全面評(píng)估的文章相當(dāng)少。針對(duì)目前這1現(xiàn)狀，本文將利用現(xiàn)代教育測(cè)