浅析阅读理解考试中的测试方法效应问题

论文摘要

本文通过研究不同测试方法——单项选择题和信息转移题——对阅读理解考试题目难度值和考生分数的影响来分析阅读考试中的测试方法效应问题。其中考题难度值是通过项目反应理论(Item Response Theory)计算得到的。结果显示不同测试方法会影响题目难度及考生的考试表现。其中信息转移题比单项选择题更难。

论文目录

• Chapter 1 Introduction
• 1.1 Research Oritentation
• 1.2 Motivations
• 1.3 Latent Trait Theory （Item Response Theory）
• 1.3.1 Basic Ideas of Latent Trait Theory （Item Response Theory）
• 1.3.2 Features of Item Response Theory
• 1.4 Overview of the Thesis
• Chapter 2 Literature Review
• 2.1 Overview
• 2.2 The Relationship between Construct and Test Formats
• 2.3 The Test Formats of Interest
• 2.3.1 Multiple Choice （MC） Questions
• 2.3.2 Information Transfer （IT） Technique
• 2.4 Theoretical Framework of Test Method Effect
• 2.4.1 Bachman's Framework of Test Method Effect
• 2.4.2 Types of Expected Response
• 2.5 Empirical Studies about Test Method Effect on Reading Comprehension
• 2.6 Item Response Theory
• 2.6.1 Assumptions of Item Response Theory
• 2.6.1.1 Dimensionality of the Latent Space
• 2.6.1.2 Local Independence
• 2.6.1.3 Item Characteristic Curves
• 2.6.1.4 Speededness
• 2.6.2 Item Response Models
• 2.6.2.1 One-, Two-, and Three-Parameter Logistic Models
• 2.6.2.2 Our Preference for the Rasch Model
• 2.6.3 Test Equating and the Design Used in this Research
• 2.6.4 The Probability of a Given Response and Item Difficulty Estimates
• 2.7 Summary
• Chapter 3 The Study
• 3.1 Overview
• 3.2 Research Questions and Hypotheses
• 3.3 Research Design
• 3.3.1 Variables
• 3.3.2 The Design
• 3.3.3 Materials
• 3.3.4 Subjects
• 3.3.5 The procedure
• 3.4 Scoring Method
• 3.5 Analytical Method
• 3.5.1 Rasch Analysis and Test Equating
• 3.5.2 Analysis of the Candidates' Scores
• 3.6 Summary
• Chapter 4 Results and Discussion
• 4.1 Overview
• 4.2 Results of the Study
• 4.2.1 The Organization of the Distinctive Items
• 4.2.2 The Proficiency Levels of the Subjects
• 4.2.3 Results for Working Hypothesis 1
• 4.2.3.1 Reliability and the Item Fitness Study
• 4.2.3.2 Results for Working Hypothesis 1
• 4.2.4 Results for Working Hypothesis 2
• 4.2.5 Summary of the Results
• 4.3 Discussion
• 4.3.1 Different Difficulty Levels of the Two Test Methods
• 4.3.2 Relationship between Test Methods and Candidates' Performance in a RC Test
• 4.4 Summary
• Chapter 5 Conclusion
• 5.1 Overview
• 5.2 Major Findings of the Present Study
• 5.3 Implications
• 5.4 Limitations and Suggestions for Further Study