Research On The Evaluation Of High School Students' Regional Cognitive Level Based On Rasch Model

Project response theory is a theory that is widely used in modern psychological and educational measurement.Using the project response model to test and evaluate students can explore the functional relationship between observable response performance and unobservable trait levels of students.At present,the project response theory has been applied to the evaluation of subject competence in English and mathematics,but the research is rarely applied in geography.Regional cognitive ability is one of the four core qualities of geography disciplines and it is an essential academic ability in geography learning.Nowadays,there are few relatively researches on regional cognitive level,but focuses more on theoretical study of the construction and regional cognitive ability cultivation.Also,the evaluation for regional cognitive level is less relatively.In order to reveal the current status of high school students' cognitive level in the geographical region.In this article,the author tries to carry out the research on cognitive ability of senior high school students from the following five parts based on the project response theory:(1)The author reorganizes this study and its related research home and abroad through literature research method and proposes new ideas and methods for this research;(2)The exploration of the composition and evaluation framework of senior high school students' cognitive ability in geographical region and five dimensions which are regional location,regional characteristics,regional connections,regional differences,and regional development are both based on some related theories;(3)Rasch's theoretical model is applied to the development,compilation,implementation and test assessment tools;(4)The relevant data were analyzed and processed to reveal the characteristics of high school students' cognitive ability in the geographical region;(5)Summarizing the conclusions,inspirations,innovations and deficiencies of this study.Based on the existing research,the main constituent elements are established on the cognitive ability of senior high school students in the geographical area,and the assessment framework for relevant capabilities is constructed.Develop corresponding measurement tools based on Rasch's theoretical model and carry out quality inspections.Finally,analyze the response data of the subjects on the test items.The following characteristics of high school students' cognitive ability were inferred indirectly in the geographical region: The overall level of cognitive ability in geographical areas is not high,and the two polarities differ greatly.In the low-level dimensions there have a high performance,in the high-level dimensions there have a poor performance.Schools in individual dimensions have significant differences and are relatively consistent with word of mouth.Girls perform better than boys,but the difference is not significant.