Evaluation Of Chemistry Subject Ability Of Senior High School Students Based On Rasch Model

Since the 1980 s,countries around the world have introduced a series of relevant education policies and guidelines to support talent cultivation,with a particular focus on the development of abilities.At present,China is in the midst of a new round of college entrance examination reform,with multiple guiding documents issued by the State Council,the Ministry of Education,and others.These documents clearly indicate the need to deepen the examination and evaluation of students’ abilities in the college entrance examination.Chemistry subject ability is gradually developed by students in the process of chemistry learning,in which organic chemistry fully exerts its unique disciplinary and educational value.The evaluation of chemical discipline capabilities requires the support of modern measurement theory,and the rapid development of modern measurement theory has opened up a new perspective for researchers in educational evaluation.This study will construct a framework for the ability of organic chemistry subject chemistry,and develop an evaluation tool for high school students’ organic chemistry subject chemistry ability based on the Rasch model of modern measurement theory.Finally,the developed evaluation tool will be used to measure and analyze the current status of high school students’ organic chemistry subject chemistry ability.In the introduction section,after understanding and analyzing the relevant research background and reviewing the current research status at home and abroad through literature research,the problems to be solved in this study were identified,and then the research ideas and methods required in the research process were clarified.The second part conducts theoretical research,dividing the ability of chemistry into four dimensions:symbol representation ability,chemical experimental ability,chemical calculation ability,and model construction ability.Based on the division of academic quality level and chemical core literacy level,the ability of different dimensions is divided into four levels from low to high,and a framework for the ability of organic chemistry themed chemistry is constructed.In the third part,the development of an organic chemistry themed chemistry subject ability evaluation tool was carried out.Based on the Rasch model,the quality of the evaluation tool was analyzed,and the evaluation tool was modified and adjusted according to various parameters such as dimensionality and fit.Finally,a high school student organic chemistry themed chemistry subject ability evaluation tool that meets the quality requirements of the Rasch model was formed.The fourth part used the evaluation tool developed earlier to test the current status of high school students’ organic chemistry themed chemistry subject abilities,and conducted independent sample T-tests for school differences,regional differences,and gender differences.This study constructed a framework for high school students’ chemical subject competence in organic chemistry,developed corresponding evaluation tools,and used these tools to measure the current status of high school students’ chemical subject competence in organic chemistry.The test results indicate that the average chemical subject ability of high school students in organic chemistry is at level two;And there are significant differences in the development level of organic chemistry subject abilities among students from different types and regions of schools,while there is no significant difference in the development level of organic chemistry subject abilities among students of different genders.Among them,all students in key high schools have reached Level 2,while 19.56% of students in regular high schools have not reached Level 2;Only 12.50%of students in urban ordinary high schools have not reached Level 2,while 26.06% of students in county and district ordinary high schools have not reached Level 2.