Design And Case Study Of Biological Situational Items In Middle School

The new round of global science curriculum reform and evaluation reform is impacting traditional Chinese science education and scientific evaluation.The three major tests of PISA,TIMSS,and NEAP are deeply influential throughout the world.Affected by them,domestic curriculum experts,teaching and research staffs,and frontline biology teachers are increasingly involved in the reforms.The current evaluation reform is based on the content requirements and academic quality standards,reflecting the development level of the core literacy of biology subject.At the same time,the questions should be close to students' actual life,and be made according to real situations.There are a large number of excellent situated scientific tests at home and abroad,which provide quantities of reference to make junior high school biology situated questions.This thesis analyzes some typical examples from the aspects of the conception of questions,the choice of situations,the ways of expressing questions,the way of asking questions,and the criteria of scoring,and concludes the basic principles of making contextual test questions.Biology papers are made under the standardized process of question-making including making a clear test purpose,forming question blueprints,selecting biology or other subject situation,scientifically questioning,preliminary revising questions,and making test evaluation criteria.At the same time,this thesis concludes and summarizes the strategies of making questions and illustrates the practise of making questions to provide reference for counterparts.What's more,the thesis clarifies the original intention of the selected situation and the core literacy of the test subject.With the initial assessment tool coming into being,this thesis has performed an empirical study of the test question quality.The Rasch Model is used after statistical conversion of the original data,and the test data are analyzed with Winsteps computer software.In the analysis process,the difficulty,reliability,variance,and the fitting degree with the Rasch model of the questions are studied from the perspectives of White chart,the overall quality of the questions,the specific test question quality,the bubble chart,and the single-dimension detection given by the software calculations.The quality of the questions is analyzed according to the above criteria to provide scientific references for the modification of the questions,so as to further improve the quality of the questions.This study is a practical exploration of making junior high school biology situated questions.After this exploration,a set of powerful tools for junior high school biology literacy evaluation is formed.It provides practical experience for junior high school biology teachers to make questions and for the development of biology core literacy.Making situated questions is an effective way to improve the quality of high school biology subject assessment.