A Study On The Consistency Of Achievement Evaluation And Content Standard In Senior High School Chemistry

It has been explicitly pointed out in the The Outline of Basic EducationCurriculum Reform (trial version) that the compilation of teaching materials, teaching,assessment and the proposition of examinations are all based on the nationalcurriculum standards which is the foundation of the curriculum management andcurriculum evaluation. As the indicator of educational reform, is the evaluation ofexaminations based on the national curriculum standard as well? Basing on theconsistency analysis model of SEU (Survey of the Enacted Curriculum Model) whichis developed by Andrew potter and John Smithsonian, this study focuses on theconsistency between the questions of the academic proficiency test of the senior highschool chemistry and the content standard of curriculum standards from theperspective of statistics and tries to discuss their differences. The methods that thisstudy adopts includes literature research, content analysis and statistical analysis andso on, giving priority to quantitative research and qualitative research iscomplementary.The introduction part mainly puts forward the research background, significance,purposes, and the research content and methods. Meanwhile, the relevant concepts aredefined and analyzed in this part, and research status of the consistency betweenacademic evaluation and curriculum standards at home and abroad are expounded aswell.The part of the research on the consistency between the questions of theacademic proficiency test of the senior high school chemistry and the content standardof curriculum standards consists of four parts. Firstly, basing on the analysis model ofSEC and according to the characteristics of subjects of the research, the papers of2011,2012,2013are analyzed and combined. The appropriate two-dimensionalmatrix table is constructed, and test questions and content standards are coded on twodimensions which are content theme and cognitive level. Moreover, the Porterconsistency index P value and the critical value which has significant consistency instatistics are respectively calculated. Then by making surface chart and column graph,the consistency between questions of the academic proficiency test of the senior highschool chemistry and the content standard of curriculum standards are analyzed, theconsistency of each item index value are compared and the differences between the evaluation of questions and content standards are discussed. Moreover, by changingthe classification method of the content theme in the two-dimensional matrix table,the influences of which on the result of the consistency index are discussed, the resultof which indicate that the more the content theme is classified, the smaller the P valueis. Eventually, on the basis of the researches mentioned above, the conclusions aredrawn. First, generally research questions and content standards do not havesignificant consistency, but relatively some questions are of good consistency. Second,researches questions do exist different degrees of difference either on cognitive levelor theme content. Third, the consistency of the questions of the compulsory part arebetter than those of the optional part. Fourth, the more the content theme in the two-dimensional matrix table is classified, the smaller the P value is. At the end of thepaper, according to the process and results of the research, some correspondingsuggestions are put forward, and the limitations of the study are reflected.