【摘要】 MRMLC模型是一种常见的动态评估项目反应理论模型。本研究结合小学儿童图形推理能力发展的特点,采用前测-干预-后测的动态评估模式,对来自江西省北部的四到六年级共177名儿童的图形推理能力进行了基于MRMLC模型的动态评估。研究结果表明通过动态评估我们不仅可以获知儿童图形推理能力的当前水平;而且,还可以进一步分析和比较儿童在各测量情景所测的潜在水平。更多还原

【Abstract】 The Multidimensional Rasch Model for Learning and Change(MRMLC) is one of the Item Response Theory(IRT) modes and is widely used in dynamic assessment.Based on the characterics of MRMLC and the child’s cognitive development,the figure reasoning ability of elementary school children is measured by dynamic assessment.According to the dynamic assessment,not only the current level of the figure reasoning ability of children can be measured,but also the potential in different testing conditions or occasions can be estimated.These can provide more information than the traditional static assessment the developments of children. In the study,177 children ranging from grade 4 to grade 6 from the north of Jiangxi province in China were sampled to participate in the dynamic assessment.The mode of dynamic assessment in the study was:pretest-intervention 1 - posttest 1—intervention 2—posttest 2.There were 3 measurements and 2 interventions during the whole process,at interval of one week between every 2 consecutive measurements.Prior to each posttest,a standard teaching intervention based on the characteristics of figure reasoning of the elementary school children was performed,the time of every intervention being 15 minutes.Between the 2 interventions,the correlative content and strategy about figure reasoning were not instructed by the teacher.After the intervention, the standard test was performed,and each test time was 30 minutes.The response item was valued by 0 or 1:when the response was right,the score was 1;on the contrary,the score was 0. For the data of the dynamic assessment,the difficulty parameters of the item were estimated by MULTILOG3.0 first,and then, according to MRMLC,the ability’s parameters of the children were estimated directly by the Maximum Likelihood Estimation. The results show that not only the current level but also the potential can be measured by dynamic assessment;at the current level,there is no significant difference between pupils of grade 5 and grade grade 4(p>.05);while the level of grade 6 is significantly higher than that of grade 5 and grade 4(p<.01);with regard to potentials in conditions of the posttest 1,the level of grade 5 and grade 6 is significantly higher than that of grade 4((p<.01),but there is no significant difference between grade 5 and 6(p>.05);in terms of potentials in the conditions of posttest 2,there is no significant difference during grades 4,5 and grade 6(p>.05);about potentials measured by the two occasions,there is no significant difference either(p>.05). According to the study,the dynamic assessment of normal children can be realized,based on the IRT model,the appropriate mode and the reasonable intervention.And at the same time,the individual difference of potentials can also be achieved,and then more information about the developments of the children can be obtained.更多还原