Research On Junior High School Physics Test Questions Based On Item Response Theory

Analysis of test questions is an important link in secondary school physics teaching,and it also plays a pivotal role in education evaluation.Analysis of the test questions reflects the learning situation of the students and provides reference suggestions for future teaching work.In the past,the analysis of junior high school physics test questions mostly relied on the teacher’s experience.The analysis was conducted from a qualitative point of view.Even with quantitative analysis,the Classical Test Theory was often used.However,the Classical Test Theory relied heavily on sample size,and the Item Response Theory can can make up for the shortcomings of the Classical Text Theory because of its advantages such as parameter invariance.This thesis takes a junior high school physics mid-term exam in a certain district as a sample,and uses Item Response Theory to make a quantitative analysis of junior high school physics test questions.It aims to help teachers understand Item Response Theory and its application in the analysis of test questions,and has certain reference value for the promotion and application of Item Response Theory in physics education research.Firstly,the author has conducted a literature review of the domestic and foreign research status of item response theory and physics test analysis,and explained the deficiencies in physics test analysis.Secondly,by comparing the Classic Test Theory with the Item Response Theory,the thesis explained the advantages of the Item Response Theory in analysis of test questions.Finally,with the help of software tools such as SPSS,flexMIRT and jMetrik,the Item Response Theory was used to process the data of a junior high school physics mid-term exam in a certain district,so as to obtain the difficulty parameters,the discrimination parameters,the guessing parameters and the ability of students.On this basis,through the comparison of item characteristic curves,combined with the analysis of specific typical test questions,the corresponding results are obtained.The results show that:(1)The overall test questions are of moderate difficulty and match the subject’s ability range.(2)The physical context of most of the test questions is related to the reality of life.(3)Image as a form of expression is very common in test questions,which can help students better understand the question.(4)There are many types of experimental inquiry questions,which examine students’ experimental inquiry ability;(5)Some test questions contain many knowledge points,which examine the students’comprehensive application ability of physics knowledge.(6)Some test questions have higher guessing parameters,which may be due to the fact that the physical situation of the relevant test questions is similar to that in the textbook or individual options are not intrusive.(7)Some items in the test questions studied exceed the requirements of Compulsory Education Physics Curriculum Standard(2011 Edition).Based on the results of the analysis,the following suggestions are given for test questions:(1)The overall difficulty setting of the test questions should be reasonable.(2)The setting of test questions should meet the requirements of Compulsory Education Physics Curriculum Standard(2011 Edition).(3)Try not to use the original questions in the textbook.(4)The interference options of multiple choice questions should be attractive.In addition,corresponding teaching suggestions are given to teachers and students based on the conclusions.