The Evaluation Research Of High School Chemistry Basic Ideas

With chemistry teaching of the constuction of big ideas,teachers focus on cultivating students’ chemical big ideasincreasingly, and the students have formed the big ideas gradually.There must be a certain path in the formation process of theirchemical big ideas, teachers only to grasp the universal way tounderstand students’ position to be able to take the appropriatestrategies to more effectively promote the formation anddevelopment of the students’ chemical big ideas.This study summaries the study of learning development ofstudents abroad-learning progressions, as well as perspectivesof chemists–the ChemQuery evaluation system, and makes thecriterion-referenced measurement theory, the "four stone", BEARassessment system as the main theoretical basis, then establishesthe framework for evaluating secondary school students’ chemicalbig ideas contains theoretical construct, item design, outcomespace, measurement model,and explanation mode. With theevaluation practice on the view of change,we take various partsof the framework in the specific operation, to verify thereasonableness of the evaluation framework and quantitative levelof the students’ ideas of change,and correct the levels oftheoretical construction further.Making some teachingsuggestions to cultivate students’ view of change.The paper consists of eight parts, the main contents are asfollows:The first part explains the significance of the topic, elaborating from the importance of the chemical big ideas, theneeds of theoretical system and the construction of big ideas.The second part summaries the study of learning progressionsand perspectives of chemists, to understand the meaning of thelearning processions, learning the significance of the study ofthe learning processions, the validation of the learningprocessions and the contents the processes and methods toestablish the framework of perspectives of chemists,it providesa basis in the establishment of the evaluation framework.The third part clarifies the purpose of this study, thetask,and major problems that need to be addressed.The fourth part makes the criterion-referenced measurementtheory, the "four stone", BEAR assessment system as the maintheoretical basis.The fifth part establishes the evaluation framework containstheoretical construct, item design, outcome space, measurementmodel,and explanation mode,then explains various parts of theoperation in detail: the theoretical construct contains thedefinition, the classification and the basic understanding of thechemical big ideas, and given the levels of development andbehavior; the item design determines the principles of thecontent selection and the kinds of questions selection; outcomespace takes the SOLO method; measurement model selects theextention of Rasch model named partial credit model; explanationmode explains the separation, reliability, infit MNSQ, outfitMNSQ, the bubble chart,Wright map, one-dimensional test. The sixth part takes the evaluation of students’ view of changeas an practical example, to fully verify the feasibility of theevaluation framework. Through the amendments to the scoredoutcomes standard as well as the results of the statisticalanalysis, locating the levels of students in view of change.The seventh part gives the research findings and teachingsuggestions. Mainly including the reasonableness of theevaluation framework of the chemical big ideas, the level ofstudents’ view of change, as well as the targeted teachingsuggestions.The eighth part includes problems and prospects.