| Based on the basic theories of diagnostics and educational measurement and evaluation, this paper adopts "Porter consistency function p in Surveys of Enacted Curriculum (SEC)" and "SOLO Taxonomy proposed by professor John Biggs" to analyze the data of several hundred thousand exam papers in some provinces, many questionnaires and qualitative analysis of New Curriculum chemistry tests in College Entrance Examination (CEE). The author has analyzed in detail the design of CEE chemistry test in terms of its social degree of satisfaction, causes of problems, its consistency with curriculum standards, the internal structure, question types and functions, and the ability structure and sub-layer structure tested by the exam. This paper then offers strategies and methods in quality control of CEE chemistry test. This dissertation is divided into the following sections:Introduction Introduce the research background and significance; specify the research focus based on sufficient literature review; define core concepts clearly such as new chemistry course and the design of CEE chemistry test; illustrate research questions, methods and framework.Chapter one. Diagnostic analysis of the design of new curriculum CEE chemistry test. This chapter focuses on empirical study and qualitative analysis of the design of CEE chemistry test. First, empirical study is conducted with regard to the overall evaluation, fairness, its relation with middle and high school teaching, and the test quality of CEE chemistry test through questionnaire design, sample selection and data analysis; Second, this chapter examines the consistency between the design of CEE chemistry test and curriculum standards through American SEC model. Horizontal and vertical comparative study has been carried out in "content elements distribution" and "cognitive level distribution" of CEE chemistry tests of the past few years. It is found that the consistency needs to be improved; Third, the author conducts diagnostic analysis of common problems in the design of CEE chemistry test and points out that there exist many problems; Last, the author evaluates the relationship between new curriculum CEE chemistry test design and the study of chemistry.Chapter two. Internal structure of CEE chemistry exam papers. First, this chapter analyzes in detail the structure design of chemistry test including the design of exam paper structure and the parameter index system, and elaborates on the basic features of chemistry exam papers and characteristics of chemistry questions in CEE exam papers; second, the author discusses techniques adopted in the design of CEE chemistry test including the techniques for arranging and synthesizing exam questions, specifying score for each question type, compiling "equivalent forms", formulating exam paper drafts, and pretesting and final editing. The last part of this chapter is a case study of evaluation standard of CEE chemistry test. Chapter three. Analysis of question types and functions. This chapter is divided into five parts: Part one introduces the significance and classification system of new curriculum CEE chemistry question types; the second part focuses on the analysis of question type categorization and functions; part three addresses the methods adopted in compiling CEE chemistry test. This part expounds on the principles and methods for designing multiple-choice questions and other types of questions, and studies design norms and ways of addressing core knowledge points in exam papers; Part four briefly introduces the classification, structure norms and functions of exam questions; Part five is a detailed case study of the internal structure of new curriculum CEE chemistry exam based on the SOLO Taxonomy.Chapter four Analysis of the subject ability and its sub-layer in the new curriculum CEE chemistry test. This chapter is divided into two parts:Part one analyzes the subject ability and its sub-layer in the new curriculum CEE chemistry test, and then orientates the contents of knowledge in accordance with the standards of subject ability and its sub-layer regulated in Chemistry new curriculum. Part two makes a horizontal and vertical quantitative study of the ability structure level which includes the smallest knowledge item in the new curriculum CEE chemistry test. It uses the SOLO Taxonomy as a tool to study the ability structure level of the new curriculum CEE chemistry test in2009,2010,2011,2012and2013, and to compare the ability structure level of the national new curriculum CEE chemistry test with that of Hainan, Jiangsu, Shandong and Shanghai. The result shows the smallest knowledge item in the new curriculum CEE chemistry test distributes in proportion with the ability structure level resulted from the SOLO Taxonomy.Chapter five Strategies of controlling the quality of new curriculum CEE chemistry test design. First of all, the author suggests drawing on the experience of developed countries to improve the quality of the new curriculum CEE chemistry test design by adopting strategies like reforming the test contents and methods, paying attention to the situationality of the test paper, enhancing the openness and practicalness of the test paper and adding the test of students’ abilities in scientific thinking and experimental designing. Second, the author sets the designing principles to improve the quality of test design which include principles of being scientific, fair, selective, innovative, effective, coordinative and orienting. Third, the author advocates integrating academic thinking methods to upgrade the quality of test design; defines the contents, categories and features of academic thinking methods; analyzes the educational values of academic thinking methods and puts forward the test designing strategies on the basis of integrating academic thinking methods. At last, the author makes use of the relevant parameters to evaluate the quality of test design and introduces the scientific evaluating techniques on the validity, reliability, difficulty and discrimination of new curriculum CEE chemistry test design and qualitative evaluation methods of it. Conclusion and expectation... |
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