Item Bank Construction And Test Based On Item Response Theory

The progress of science and the development of the times constantly promote the development of education.The construction of item bank is a key link in the modernization reform of education evaluation.In 2019,the State Council issued the Guiding Opinions on Promoting the Reform of the Education Mode of Ordinary High Schools in the New Era,which proposed that "the difficulty of test questions should be set scientifically,and the propositions should conform to the corresponding academic quality standards;the construction of the item bank should be accelerated,the proposition evaluation system should be established,and the quality of the propositions should be improved".In the same year,it was also clearly pointed out in the 2035 China Education Modernization issued by the Central Committee of the Communist Party of China and the State Council that the "establishment of a digital education resource sharing mechanism" is aimed at accelerating the educational reform in the information age.It can be seen that the use of scientific education measurement theory to build a item bank is the demand of the times and high-quality teaching evaluation.How to apply the item response theory to the construction of senior high school biology item bank is a problem worth studying.In this paper,Rasch model of item response theory is selected as the theoretical basis to carry out practical research on the construction of item bank of molecular composition and structure of cells in senior high school biology,so as to achieve the goal of formulating item bank standards,building item bank for investigating understanding ability and using item bank to evaluate students’ understanding ability.Under the guidance of the item response theory,this study used the research results of domestic and foreign biological discipline ability and item bank for reference,and adopted the methods of literature research,Rasch model analysis and practice research.On the basis of literature research,five steps of item bank construction are determined as follows: formulating the standard of item bank;The design of specific test questions in the item bank;Test paper quality analysis;Correction of item bank;And re inspection.According to the content requirement concept 1 in the Biology Curriculum Standard for Ordinary High School,the knowledge dimension is divided into three secondary dimensions and 13 tertiary dimensions;Comprehension ability is divided into three levels: recall recognition,generalization and concept expansion;According to the customized standards,114 multiple-choice questions were collected,screened and classified from the national college entrance examination questions related to the molecular composition and structure of cells in the past decade.After numbering,they were included in the item bank,of which 44 belonged to level 1,33 belonged to level 2,and 38 belonged to level 3.The preliminary construction of the item bank was completed.The method of sampling was used to generate a test paper from the item bank.Rasch model was used to analyze the test objects.After revising from the perspectives of ability level,project difficulty,and scope of knowledge,the whole grade biology classes were retested.The results showed that the students’ mastery of knowledge from low to high was level 2 dimension 1,level 2 dimension 3,and level 2dimension 2.Among the three dimensions,the worst was 3-4,and the best was 2-3;More than half of the students have the ability of Level 3,and 9.2% still do not have the understanding ability of Level 1.Through the research,we explored the process of building the item bank for specific biological subject content,preliminarily built the item bank for the molecular composition and structure of cells,provided the basis for standardized feedback on students’ learning,and provided new ideas from the perspective of actual teaching,students’ self-study,and students’ burden reduction.