An Evaluation Research Of Chemical Simulation Test In Senior High School Entrance Examination

Since the mock exam is an essential task before the exam,the proposition and evaluation of the mock exam are problems that educators should study.From the analysis of literature data,researchers found that most of the researchers are studying the system of middle school entrance examination,evaluation and preparation strategies.However,there are few studies on mock exam,especially the lack of qualitative and quantitative measurement and evaluation studies.The research on the evaluation of mock chemistry will make teaching and research in secondary schools more important.This study was explored through literature and combined with reality to construct,the ability indicators for test evaluation,which were three first-level indicators namely memory comprehension and application abilities and 10 secondary indicators such as chemical language and memory ability.In stratified cluster sampling method,a total of 316 students from a junior high school and a key middle school in Huadu District,Guangzhou were selected as samples.Using theories and methods of educational measurement,evaluation and statistics,the author contrast and analyze the content and capability indicators of the simulated test and the test,Descriptive statistics were applied to the sample's two simulation tests(concentration trends,degree of dispersion,distribution patterns,etc),Q-Q test,difficulty,differentiation,reliability,validity,inferential statistics(u test,multiple linear regression analysis),related analysis and other methods to process data.Comprehensive analysis of simulation questions from a qualitative and quantitative perspective,helps to locate the key points and difficulties in preparing for the exam,compare differences in learning levels among different types of schools,different academic achievements and gender-specific students.After research,the following conclusions are obtained:(1)The overall reliability in the first mock exam is 0.942,and the validity is 0.916.The reliability of the a key middle school is 0.790,and the validity is 0.749.The average middle school reliability is 0.924,and the validity is 0.870.In the second mock exam,the key middle school reliability is 0.849,and the validity is 0.754,while the ordinary middle school reliability is 0.938,and the validity is 0.916.It shows that,whether it is in the key middle school or the ordinary middle school,the mock exam has good reliability and validity,and has good predictive validity.(2)The overall average difficulty of the first test is 0.211 and the average degree of differentiation is 0.474.The average difficulty in the key middle school is 0.114,and the average degree of differentiation is 0.189.The average difficulty in the ordinary middle school in a middle school is 0.371,and the average degree of differentiation is 0.579.The average difficulty of the key school in the second test is 0.196,and the average difference is 0.299.The average difficulty in the ordinary school is 0.363,and the average difference is 0.170.The data indicate that in the two tests,whether it is in the key middle school or the ordinary middle school,the difficulty and average difference,and the discrimination are not enough.(3)Her analyzing and contrasting the simulated and intermediate examination questions,the author found that the test structure,type of questions,heavy and difficult points are the same,the test questions are similar in capacity,and the content of the questions is valid and the validity of the constructs is high.The simulation test has good guidance and predictability for the review preparation.(4)At the 0.01 confidence level,the key and difficult points of responses of primary and secondary middle school students in the primary competency index are the same as memory and application ability,this is also the focus and difficulty of preparation.There are differences in the focus of the secondary competence indicators,but the difficulties are the same and it is the scientific inquiry ability.(5)At the 0.01 confidence level,compared between the mock tests two: The focus of the response of the key middle schools on the ability indicators has shifted to become understanding ability,the emphasis of the response of ordinary schools on the indicators of competence is unchanged;The difficulty of responding to the primary competency indicators in key middle schools and ordinary middle schools remains unchanged,and the difficulties in responding to the secondary competency indicators have migrated.(6)At the 0.01 and 0.05 homeostasis levels,there are significant differences in the learning levels of different types of schools,different academic achievements.The average middle school is lower than the key middle school,and the poor students are lower than the good students.There is no significant difference in the learning level of male and female students in average middle schools.The girls in the key middle school have lower memory ability and understanding ability than the boys.(7)After the multiple linear regression analysis to different students on their first level ability indicators and test scores,the author established an equation of linear regression model for different categories of students to predict their chemistry achievement.The innovation of this research is the concept operation of chemistry test in the entrance examination for the first time,establishing a scientific system of capability index evaluation system.The key points of the study were determined by the correlation between the primary ability index and the total score of the test,the difficulty of learning is determined by the average scoring rate of the sample in the ability index.Through mathematical statistics,it is demonstrated that the focus and difficulty in preparing for the exam will shift with people and time,and it also demonstrates that students' learning has individual differences and commonalities,which is the first time in the study of the simulation tests.