The Development And Application Of High School Information Technology Adaptive Academic Level Examination System

With the continuous penetration of artificial intelligence technology and concept in the field of education,interdisciplinary and interdisciplinary theories and technologies continue to integrate,providing direction for the reform of theory and practice in the field of education.Throughout the college entrance examination,which is one of the large-scale examinations in senior high school,the policy of "selective examination" is gradually implemented in some areas on the basis of no distinction between arts and Sciences,which undoubtedly provides the fundamental impetus for the personalized development of students.However,another large-scale examination of senior high school academic level examination has been trying to test students' periodic learning results and measure the quality of school education.However,due to the lag of technology and theory,senior high school academic level examination stagnates in the reform of examination organization and content.In fact,the senior high school academic level examination should give full play to its own advantages.If it not only makes students convenient and efficient to answer,but also gives students timely and accurate feedback on their personal ability level,and gives them personalized evaluation data on specific knowledge level,cognitive level,etc.,it can provide scientific guidance for students' self-evaluation and reflection,and become the current senior high school academic water There are some problems to be solved in the substantive reform of the examination.At the same time,the computer adaptive test,as a test form that has been recognized in the field of education measurement and evaluation,combines with the project response theory to complete the construction of the high school academic level test question bank,so that the question bank is built on a scientific and structured basis,and the adaptive test concept and advantages can meet the personalized,efficient and scientific goals of the high school academic level test,and can In essence,it promotes the reform of high school academic level examination.Therefore,this research adopts the methods of literature research and experiment research,selects the information technology subject as the object according to the actual situation of high school teaching,develops a high school information technology adaptive academic level test system,and carries out small-scale test to evaluate whether the reliability and validity of thenew form of high school academic level test are up to the standard,as well as whether there is a difference with the traditional paper and pencil test Different.The main contents of this paper are as follows:(1)theoretical research.This part mainly analyzes and combs the research status of senior high school academic level test and adaptive test,points out the relevant algorithms and assumptions of item response theory in the process of item bank construction and adaptive test system construction,and analyzes the relevant contents of the bloom education goal classification theory and senior high school information technology curriculum standard in the process of item preparation And finishing,laying the theoretical foundation for different stages of research.(2)The development of high school information technology adaptive academic level examination system.This part is divided into two stages:The first stage is about the construction of high school it academic level examination question bank system.In this study,the steps of the whole process are defined through the planning of the overall process of the construction of the question bank,which involves the determination of the content in the early stage of the construction,including the study of curriculum standards,the preparation of the content structure table and the two-way detailed table of the question bank;the determination of the parameters in the middle stage of the construction,that is,the difficulty of the topic is determined with the help of Bilog through the recovery of the data from the large-scale preliminary test In the later stage of construction,the test questions are tested according to the relevant assumptions of the project response theory,including:single dimension test,local independence test and analysis of the project characteristic curve,to ensure the individual quality of the questions and the systematic and structural content of the whole question bank.The second stage is about the construction of the whole adaptive system.According to the project response theory,the core algorithms of the whole system,such as the starting rule,the selection strategy,the ability parameter estimation,the termination strategy,are compiled to complete the development of the system.(3)the application and simulation experiment analysis of high school it adaptive academic level examination system.The main purpose of this paper is to carry out a small-scale test,analyze the reliability and validity of the adaptive test and the correlation between the adaptive test and the traditional paper and pencil test,and verify whether the computer adaptive test is feasible.(4)Thinking about the application of high school self-adaptive academic level examination system.For the first time,the computer adaptive test is applied to the senior high school academic level test.The advantages and problems of its application are analyzed based on the experimental results,and the ways to promote the application of computer adaptive test in the senior high school academic level test are proposed.The research shows that,first of all,the computer adaptive test and the traditional paper and pencil test are used in Senior High SchoolThe test has a high correlation,and the former has a high reliability and validity,can ensure the reliability and scientificity of the test,and has practical feasibility;then,from the perspective of the humanization of the test,the high school academic level test using computer adaptive test has the characteristics of short-term and high efficiency,and can realize the convenience of "follow-up test",and provide convenience for students At the same time,reduce the pressure of school examination;finally,the research attempts to provide students with learning analysis report,initially through the test visualization to reflect the degree of knowledge mastery,cognitive level and information literacy of students,but it is not mature,the follow-up research can make in-depth research on personalized chemical information.