论文标题
分析学习者自变量以估计评估项目难度水平
Analysis of Learner Independent Variables for Estimating Assessment Items Difficulty Level
论文作者
论文摘要
评估质量决定了学习的质量，并以有效性，可靠性和难度为特征。学习的掌握通常由评估项目的困难水平表示。在文献中确定了大量变量以测量难度水平。这些变量并非完全独立于彼此，被分类为依赖者，学习者独立，通用，非传播和基于得分。这项研究提出了一个模型，用于预测使用学习者独立和通用变量的工程课程中评估项目的难度。开发了用于预测难度水平的序数回归模型，并使用六个变量，包括三个刺激变量（项目表示，技术符号的使用和资源数量），两个相关的相关变量（概念和过程的数量）和一个任务变量（条件数）。三个工程课程的实验结果在使用拟议模型的项目分类中提供了约80％的精度。
The quality of assessment determines the quality of learning, and is characterized by validity, reliability and difficulty. Mastery of learning is generally represented by the difficulty levels of assessment items. A very large number of variables are identified in the literature to measure the difficulty level. These variables, which are not completely independent of one another, are categorized into learner dependent, learner independent, generic, non-generic and score based. This research proposes a model for predicting the difficulty level of assessment items in engineering courses using learner independent and generic variables. An ordinal regression model is developed for predicting the difficulty level, and uses six variables including three stimuli variables (item presentation, usage of technical notations and number of resources), two content related variables (number of concepts and procedures) and one task variable (number of conditions). Experimental results from three engineering courses provide around 80% accuracy in classification of items using the proposed model.
