Development Of Assessment Tool For Management Of Wrong Topic In Chemistry For High School Students

Wrong topic management plays an important role in promoting students’ learning.Most of the existing assessment tools for high school students’ chemical wrong topic management in China are based on classical measurement theory.Based on item response theory test has the advantages of item independence and sample independence,and the ability and item difficulty can be placed in the same scale.Therefore,under the background of the new curriculum reform,it is of practical significance to develop a tool for the management and evaluation of chemical wrong topic in senior high school students by using item response theory.We design the chemical wrong topic management assessment tool from two dimensions of wrong topic management attitude and wrong topic management behavior.After the initial formation of the tool,select baishan city in the middle level of the students for the primary test,and the tool was revised according to the preliminary test results.The tool eventually included 27 items,using a three-point scoring system.The retest results are as follows:（1）The overall IMNSQ value is 1.00,ZSTD value is-0.2,OMNSQ value is 0.99,ZSTD value is-0.3,the data basically fit the ideal model,the reliability and validity is good;（2）The probability curve has a good span and the scoring grade curve has obvious peaks.The peaks of curves 1,2 and 3 are all over 0.6,indicating that the grading is reasonable.（3）Although a few subjects had no corresponding items,most of the items fitted with the subjects;（4）There are still items outside [-0.4,0.4],but the load value is less than 0.7,indicating that the survey is a single structure;（5）Through the score histogram,Rasch score histogram and P-P diagram,it can be intuitively seen that the management ability of high school students’ chemical wrong topic is basically normal distribution.Moreover,one-way an OVA and multiple post-comparison are conducted on the level of division,and it can be concluded that all the three levels have significant differences at the 0.05 confidence level.It shows that the classification level of senior high school students’ management ability is effective.（6）Using DIF analysis,the data showed that only 3 of the 25 projects had significant differences,and most of the projects were fair to students of different genders without significant differences.