Education Value-added Assessment Method Of The Exploratory Study

Objective:Respectively to the standardized test(3-4 grade multiple achievement tests) and non standardized tests(Refers to the midterm and final mathematics achievement test) as research material, using the item response theory results of the sampled equivalent, with incremental evaluation related theory and linian for empirical research, for the education of value added evaluation in practice on the application of a localization method.Method:Adopt the method of cluster sampling, selection of Changsha City,the third gradeprimary school and demonstration of non demonstrative primary school students in each one of the subjects a total of 111 subjects were tested. Each test item parameter, Item difficulty parameters within [-3,3], in line with the basic index of psychometrics. By using test results of Rasch model based on RUMM software’s equivalent, to achieve value-added assessment of student achievement. Effects of adding the variable of family and school factors of students of value-added achievement on the basis of previous studies, using hierarchical linear models(HLM) value added evaluation analys is of technology education in schools.Result:The results of single dimens ion hypothesis test show that the ratio of the first feature and the second feature of the test material is close to or higher than 3, which indicates that the test results are consistent with the hypothesis of single dimension. The results of the project analys is show that the difficulty parameters of the items are basically within the [-3,3]. The difficulty of project AB school standardized test interval is [-3.1,3.74], the average difficulty parameter is 1.42, in the range of [-3,3] the number of projects accounted for the total number of projects 95.76%. item difficulty parameter interval a class from school A standard test for [-2.88,3.47], the average difficulty parameter is approximately 0, in the range of [-3,3] the number of projects accounted for the total number of projects 99.14%.item difficulty parameter interval AB school non standardized test for [-3.85,3.51], the average difficulty parameter is 0.11, in the range of [-3,3] the number of projects accounted for the total number of projects 95.31%. item difficulty parameter interval school A non standardized test for [-3.19,2.9], the average difficulty parameter is 0.21, in the range of [-3,3] the number of projects accounted for 95% of the total project. the vast majority of students in a certain period of time, a clear value-added. Which AB school standardized test has 66 students is to achieve a positive value, accounting for the total number of 59.46%.a class from school A standardized test is 41 students realize the added, accounting for 78.85% of the total number. AB school non standardized tests have 72 students to achieve added, accounted for 64.86% of the total number of a non standardized test with 39 students realize the added, accounting for 75% of the total number. Using the Wilcoxon with signed rank test of non parametric test methods of standardized test(3-4 grade multiple achievement tests mathematical component) scores equivalent value ranked and non standard test(Refers to the midter m and final mathematics achievement test) scores equivalent value of a row name test the difference of. The results showed that based on IRT scores equivalent both value-added rankings does not exist significant differences, so it can be initially considered based on IRT scores equivalent non standard test in education value added evaluation process is have the practical feasibility. the use of hierarchical linear model(HLM) method, the student level variables into the regression in the first layer of the model, results show that, only gender t=2.349, parents extracurricular counseling mother and t=3.268 education degree(t=5.160) the three predictive variables of the coefficients are statistically significant, the impact of other variables on students’ mathematics value-added scores were not obvious, gender of the students of the three variables explain the level of students for 43.53% of the variance.Conclusion:The standardized tests and the non standard tests are the equivalent of the project response(IRT).The results of the original sub ranking and the value-added points are obviously different, and the results of the one-off evaluation and the value added assessment are very different. The applicable object of the value-added value of education can be the individual students in the class, and it can also be the individual of the school. It is preliminarily considered that the evaluation of the value of the non standardized test is feasible in practice.