Practical Research On Assessment Of Reading Literacy For High School Students Based On IRT

The Council of Europe believes that reading literacy has a fundamental role in the exchange of mother tongue,including listening,speaking,reading and writing.Reading literacy is the most crucial one of the eight key competencies for integrating into society,personal development and career promotion.In china,college entrance examination is still the only goal for the students,teachers in high school,because that they think it is very important for their future.The college entrance examination outline is the only basis for high school curriculum standards.In this educational background,what the students learned from the books in school through recitation and a series of processing finally is returned to books.Because the they are not learning to solve the problems in the current life,or to deal with the challenges that they may encounter in the future.Obtaining an ideal score on one the college entrance examination papers is the only reason why they learned so hard in the last three years.The Program for International Student Assessment(PISA)is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.It's initialized by OECD in 1997.Students were assessed in science,mathematics,reading,collaborative problem solving and financial literacy.The “ordinary high school Chinese curriculum standards(experimental)" and the "National Medium and Long-term Education Reform and Development Plan(2010-2020)" are highly consistent with the core idea of PISA in how to cultivate Chinese literacy for high school students.Although the idea of these two redhead documents are very forward-looking,and strategic.However,the shortcomings of these two national redhead documents are also very obvious,too macroscopic to operate.The purpose of this study can be summarized into just one sentence which is “Launching a reading literacy in high school through test papers and scales which are developed on the basis of IRT and PISA,and then we hope it can provide some useful thoughts for nurturing domestic reading literacy”.In addition,conbining the core idea of PISA and “ordinary high school Chinese curriculum standards(experimental)” to develop reading literacy model for hign school based on IRT is the first attempt in china.The study consists of two parts,Study one and Study two.Study one developed the reading literacy evaluation framework which is based on PISA reading literacy evaluation framework and the high school Chinese curriculum standards.Based on the reading literacy evaluation framework we initiated a test with the questions developed by Item response theory model 2PLM and GPCM.The parameters of each test items are estimated by the method of Maximum Likelihood.According to the requirements of the item response theory,items are selected by their parameters.At last,the reliability and validity of the test were analyzed.Data analysis software are IRTPRO4.0 and SPSS24.0.In Study Two,we designed the questionnaire according to the OECD reading literacy background questionnaire.Based on the collected background information such as personal and family background information,reading participation information,the correlation analysis of the factors behind reading literacy is carried out.Data analysis software are SPSS24.0 and Excel2016.The results show that:(1)Reading time for fun is not the more the better.After statistical analysis,we found that about 5.48% students who never reading for fun every day in an outstanding haigh school of Xia Men.Their average reading score is 75.58.About 41.93% students spend less than 30 minites whose average reading score is 75.54.About 42.09% students spend more than 30 minutes less than 60 minites whose average reading score is 76.17.About 8.54% students spend more than 60 less than 120 minites whose average reading score is 74.81.About 1.93% students spend more than 2 hours whose average reading score is 68.58.From the analysis above,we can clear see that there is no obvious change between students those who never reading for fun and those who spend less than 30 minutes every day.The reading score of those who spend 30-60 minutes reading for fun is much higher than those reading time for fun less than 30 minutes.But after the reading time for fun exceed 60 minutes the reading score begin to drop.Those who spend 60-120 minutes reading for fun get 74.81 points in reading literacy test.So we can conclude that appropriate reading timefor fun is good for improving reading skills,but it's not the more the better.30-60 minutes is the best.(2)In study two,when analyizing the validity of the five reading strategies,we find that the higher level of metacognitive strategies have higher explanatory rates for reading achievements than lower learning strategies.The hisghest interpretation rate of reading achievement is Exquisite strategy(9.4%),followed by Self-monitoring strategy(8.5%),the third is the Understanding and Memorizing strategy(6.4%),the General strategy(5.2%),the rate of interpretation of Mechanical Memorizing strategy(1.6%)is the lowest.This shows that higher level of reading metacognitive strategies and Self-regulation strategy are worthy of attention and research.(3)In the process of studying the external environmental factors that affect students' learning,we found that the reading achievement interpretation rate of stimulating the reading participation and scaffolding strategy by teachers is 6.8%.The explanatory rate of the discipline atmosphere is-0.8%,while the interpretation rate of the relationship between teachers and students is as high as 15.4%.This suggests that the harmony of teacher-student relationship has enormous effect on the improvement of student's reading performance,which proves that a proverb from a positivist point of view: “ if a student likes a teacher,he will also like the discipline what the teacher teach,and work very hard to learn it well.”...