Evaluation Of Mathematical Reasoning Ability Of Middle School Students Based On Rasch Model

With the development of the times,the cultivation of core literacy has become an important issue in the future development of education.Driven by the global wave of "literacy-based" mathematics education,China has been deepening its mathematics curriculum reform to enhance the development of core literacy in mathematics.The effective promotion of mathematics curriculum reform requires the co-ordinated traction of educational assessment,but the field of mathematics education assessment has not placed enough emphasis on core mathematical literacy and is deficient in the measurement of mathematical reasoning ability.In China,test papers are mainly developed based on classical measurement theories for measuring students’ mathematical reasoning ability.However,the theory has sample dependency problems and it is difficult to ensure the quality of the actual tests.However,this theory has problems of sample dependence and is difficult to ensure the quality of actual tests.The later emergence of item reflection theory has remedied the shortcomings of classical Measurement theory and has gradually become an important guiding theory in the field of educational assessment.A number of studies at home and abroad have shown that the Rasch model developed on the basis of item reflection theory is important for the development of Measurement instruments and the assessment of potential competencies.Therefore,this study will use the Rasch model to develop test papers and assess students’ mathematical reasoning ability to provide some reference for the practice of mathematical reasoning ability assessment.This study focuses on the core question of "how to develop a mathematical reasoning assessment tool based on the Rasch model and understand the level of mathematical reasoning ability of junior secondary school students",and uses questionnaire method,mathematical statistics method,Delphi method and analytic hierarchy method.In order to solve the core problem,this study firstly combs a large number of research literatures,clarifies the connotation of core concepts and research trends at home and abroad.Second,preliminary build a middle school mathematical reasoning ability evaluation index system,and provide the expert questionnaire,collecting index amendments to improve the evaluation index.On this basis,the relative importance questionnaire of evaluation indicators is distributed to experts,and the score of evaluation indicators is summarized to analyze the importance of indicators.Secondly,according to the evaluation index system,the middle school mathematical reasoning ability test paper was preliminously prepared,and then the test paper was tested.Winsteps software was used to process the test data,and the corresponding Rasch model was established to comprehensively test the reliability,discrimination,fitting to the model,unidimensionality,difficulty and Measurement error of the test paper,so as to modify and improve the test paper.Finally,the modified test paper is used to Measure the mathematical reasoning ability of middle school students,and the characteristics of the development level of mathematical reasoning ability of students are analyzed based on Rasch model.The findings of this study are:(1)The mathematical reasoning ability of students generally reached level three;(2)The students’ sub-ability of mathematical reasoning was not balanced;(3)Students lack the ability to reason and demonstrate extended mathematical problems;(4)Rasch model can improve the evaluation quality of mathematical reasoning ability.The results of this study are as follows:(1)Constructed a referenceable index system for evaluating middle school mathematical reasoning ability;(2)Developed a good quality middle school mathematical reasoning ability test paper;(3)Revealed the middle school students mathematical reasoning ability level features.Combined with the research findings and results,this study puts forward suggestions on the objectives,situations,problems,forms and evaluation of teaching activities,and explains them with specific knowledge points,so as to effectively implement the cultivation of mathematical reasoning ability.However,limited by theoretical knowledge and practical experience,this study has the following deficiencies:(1)The test volume prepared in this study needs to be modified and improved;(2)The number of selected samples is small and the representativeness is not enough;(3)The research on factors affecting the development of students’ mathematical reasoning ability is not deep enough.In view of the limitations of the research,this study puts forward the prospect of further improving the test paper questions,increasing the number of samples and expanding the scope of sample sources,and deepening the discussion on the factors affecting the development level of students’ mathematical reasoning ability,so as to improve the scientific nature of the research.