The Study Of Compilation Of Diagnosis Test Of Common Wrongly Used Or Written Or Mispronounced Characters In Grade 5-6 And Its Current Situation

Objective:to construct the diagnostic test of wrongly read,wrongly written,and wrongly used Chinese characters in grades 5-6,to to know the current situation of students in grades 5-6,and to provide an empirical basis for the evaluation,guidance and intervention of the teaching of wrongly read,wrongly written,and wrongly used Chinese characters Methods:Based on the results of literature review and expert interviews,qualitative and quantitative research methods were used to construct the classification structure of common wrongly read,wrongly written,and wrongly used Chinese characters in Grade 5-6 and used to prepare the test items.Three sets were formed,including three sub-tests:the wrongly read,wrongly written,and wrongly used sub-test.Along with the initial examination of 100 items.Took convenient sampling,two groups of five schools were selected for testing in four administrative districts in Changsha and two types of schools in urban and rural areas.A total of 2,000 tests were issued,1732 copies were effectively recovered,and the effective recovery rate was 86.6%.Subjects were distributed:865 males and 867 females;896 in Grade 5 and 836 in Grade 6.CTT and three parameter models of IRT were used to analyze the item quality.Then the final versions were formed.Results:(1)Test structure:Diagnostic tests for common wrongly read,wrongly written,and wrongly used Chinese character in Grade 5-6 consisted of 3 sub-tests and 76 items per volume.(2)Project quality:A roll difficulty parameter was[-4.808,3.580]with an average of-0.652;discriminatory power parameter was[0.246,1.544],and the average was 0.844;guessing parameter was[0.048,0.500],and the average was 0.219.The difficulty parameter of the B roll was[-5.196,4.213],the average difficulty was-0.494;the discrimination parameter was[0.274,1.794],the average discrimination was 0.882;the guessing parameter was[0.044.406],and the average guess was 0.208.(3)Test reliability:the maximum volume of volume A was 19.43,Cronbach’s a was 0.919,and the the split-half reliability was 0.851.The maximum information of volume B was 23.44,Cronbach’s a was 0.930,and the split-half reliability was 0.857.(4)Test validity:in the CFA model,the RMSEA of the two volumes of A and B were 0.017 and 0.018 respectively.The CFI were 0.962 and 0.969 respectively,and TLI were 0.960 and 0.968 respectively.The correlation between two volume test scores and MATs were 0.48 and 0.50 respectively.(5)Analysis of the current research:There were significant differences in the total score of the two sets of common wrongly read,wrongly written,and wrongly used Chinese character diagnostic tests and the scores of the sub-tests in the self-tested samples.The gender differences only existed in the total score of the A volume and wrongly used and wrongly written sub-tests.Conclusions:(1)The test item parameters and the overall information function satisfied the measurement requirements.(2)The reliability and validity of the test were good.(3)There existed the differences in grades and types of schools on common wrongly read,wrongly written,and wrongly used Chinese characters in Grade 5-6 students.It remains to be further verified that whether the gender differences exist or not.