| Scientific and objective evaluation of the implementation effect of education is essential for improving the quality of education and solving the imbalance of education in various regions.At present,the large-scale evaluation of students' academic performance in China is mainly based on selection or qualification tests,and the evaluation to monitor the difference in education quality between different regions is only at the beginning stage of research.Therefore,the purpose of this research is to hope that through the research on the evaluation contents and test questions of scientific disciplines of the internationally renowned evaluation projects PISA,TIMSS,NAEP,and drawing on the international mature experience,we will provide some useful references for similar evaluation work in China,and finally can better Improve the quality of science education for middle school students in China and promote the development of science education in China.Based on the above research purposes,this research includes the following three research contents.Research 1 mainly uses the content analysis method and the comparative research method to study the evaluation objectives and framework of the three major evaluation projects to better analyze the evaluation content and test questions.Research 2 mainly uses comparative research and content analysis methods to study the evaluation content of the three major evaluation projects on scientific disciplines,and analyzes the relationship between the evaluation content and the evaluation purpose and the framework by combining a pair of studies of the evaluation purpose and the framework.And the reason for the difference.On the basis of research 2,research 3 mainly uses comparative research and content analysis to compare and analyze the evaluation questions of the three major evaluation projects,and to study the structure,design ideas,types,and distribution of the test questions,as well as their evaluation content.The relationship between them is then analyzed by comparing the differences between the three assessment questions,and combined with a study of a pair of assessment purposes and frameworks to analyze the reasons for the differences.Based on the above research content,the following conclusions are finally obtained:(1)In terms of evaluation purposes,the overall objectives of the three major evaluation projects are the same.All three evaluate the achievements of students after studying science at school,so as to understand the effectiveness of science education in various countries or regions.The effectiveness factor provides guidance for improving education.However,the focus of the three evaluation purposes is different.PISA emphasizes ability,focusing on assessing students' ability to cope with future social challenges;TIMSS emphasizes course content,focusing on monitoring trends of students' academic achievement in various countries or regions;NAEP emphasizes practice,focusing on evaluating what American primary and secondary school students know and can do in various subjects Things to do.(2)In terms of evaluation framework,the evaluation frameworks of the three major evaluation projects are mainly based on the two dimensions of scientific knowledge and ability.However,due to the differences in evaluation purposes,the three have different structures.PISA integrates situation,knowledge,ability,and attitude into scientific literacy,emphasizing the ability to meet future social challenges;TIMSS evaluates from three aspects: scientific content,cognitive field,and scientific practice,but mainly focuses on scientific content and cognitive field.The organization of evaluation content in dimensions emphasizes the content of courses;NAEP organizes the evaluation content in two dimensions of scientific content and scientific practice,emphasizing scientific practice.(3)In terms of evaluation content,the three major evaluation projects all include scientific knowledge in the fields of physical science,life science,earth and space science,but PISA also emphasizes that extra-disciplinary knowledge,procedural knowledge,and cognitive knowledge Divide.Due to the differences in evaluation purposes,the evaluation contents of the three are also different.Because of its assessment purpose,PISA emphasizes ability,focuses on the mastery of knowledge and skills in the discipline,and emphasizes meeting the challenges of real life.Therefore,its assessment content is based on ability.The assessment focuses on the assessment of three scientific abilities: scientifically explaining phenomena,evaluating and designing scientific inquiry,and scientifically explaining data and evidence.These three kinds of scientific abilities require scientific knowledge,and also relate to the situation of the application ability and the students' situation.Scientific attitudes.Because TIMSS emphasizes the course content and the academic achievement trend because of its evaluation purpose,its evaluation content is based on the course content of the science discipline.The focus of the assessment is mainly on the knowledge of scientific subjects and the training of cognitive thinking.NAEP emphasizes practice because of its evaluation purpose,and pays attention to what students should know and can do in various subjects.Therefore,its evaluation content is based on scientific practice.The assessment focuses on the four key scientific practices in which students identify scientific principles,apply scientific principles,use scientific inquiry and use technical design.(4)In terms of evaluating test questions,the three major evaluation items are similar,mainly reflected in the fact that all three are based on the project response theory for evaluation design,and the test question structure,including test time,question amount,and test question type are all similar.However,due to the differences in evaluation objectives and evaluation content,PISA is different in the design of test questions compared to TIMSS and NAEP.It pays more attention to assessing the ability to solve problems in real situations,and its test questions are more contextual.In addition,in terms of the presentation and interpretation of the evaluation results,the three major evaluation projects have similarities in the methodological process.The three use the statistical program of the project response theory to create a scale score to present the evaluation results,so as to compare the achievements of different student groups and the trend of achievement changes.In the interpretation of the evaluation results,the three all divided the scale score into different score segments.Different score segments represent the expected performance of students at different levels,but the division and description of the expected performance levels of the three due to the purpose of the assessment and the content of the assessment Varies.In general,the three major evaluation projects have a certain similarity in the evaluation content and test questions because the evaluation purpose is to evaluate the educational effectiveness of students in a certain country or region.But at the same time,due to the different emphasis of their respective evaluation purposes,the three also show corresponding differences in the evaluation content and test design.After the above research on the three major evaluation projects,the following enlightenment is carried out for China to carry out relevant evaluation activities:(1)clarify the purpose of evaluation and focus on measurement technology;(2)strengthen the application of real situations in test questions;(3)focus on computer-based development evaluation the trend of test questions. |
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