Development Of Middle School Students’Earning Behavior Comprehensive Rating Scale

Objective:(1)We try to develop middle school students’learn-ing behavior comprehensive rating scale based on traditional classical test theory and item response theory;(2) Discuss the theoritical construct and character of the learning behavior, in order to rich and deepen research on Theory of learning behavior;(3)Investigate and comprehend the basic feature of learning behavior, provide a measuring instrument for learning behavior assessment and preemptive therapy.Methods:(1)A item pool which contained228test items has been built based on Literarure Analysis Method, Interview Method and Questionnaire Method.(2)We adopt the method of cohort stra-tified random sampling, administer the questionnaire to1450middle school students in HUNAN province, and accept1338effective questionnaire and comprise the response rate as92.28%;(3)I detect and delete items according to the correlation coefficient between items and the total score, exploratory factor analysis and the item location and discri-mination in GGUM(2004).(4)The reliability and validity of the scale were tested by SPSS method and Confirmatory Factor Analysis.(5)According to the GGUM(2004) and CTT analysis of the ultimate46items, we evaluate whether the items are up to the standard of the statistics.(6)Use the scale to assess middle school students’learning behavior in different ways. Result:(1)The46items of ultimate scale all meet the surveying standards which based on CTT and GGUM(2004), all item-total correlations that range from0.384to0.634are very signifi-cant, item and test information function are both very good, items location theta values which are fit range from-1.58to-0.77, items discrimination values which are fit range from0.66to1.69;(2)The a coefficient of the scale is0.934, the test-retest reliability is0.838, and the split-half coeffi-cient of the scale is0.874, all meet the standands, content validity index and criterion validity index are both fit, and construct validity index based on the AMOS4.0Confirmatory Factor Analysis is very satisfied;(3)We can use the scale to assess the learning behavior of middle school students in effect, there are differences among students in different genders, grades, regions, parents’education, only child or not.Conclusion:(1) Each index of The middle school students’ learning behavior comprehensive assessment scale is all in accordance with metrology standard, and the scale which is accurate and effective measurement tool has high reliability and validity;(2)The scale consists of9dimensions and46items;(3)The scale has good discrimination ability to evaluate learning behaviors of middle school students, differences exist among students in different genders, grades, regions, parents’education, only child or not;(4) IRT and CTT can be used in combination with each other to formulate questionnaire by deleting unfit items.