摘要
本研究在邵志芳等设计的对试题难度进行事前评定的框架和实施程序的基础上,将试题的事前难度细分为基准难度和解决难度,并由此演化出难度指数来描述试题及试题间的相对难度。采用上述指标对上海市2007年和2008年高考数学试题(理科卷)进行了认知任务分析,结果显示:(1)各评定者之间呈极其显著一致性;(2)试题的解决难度与基准难度之差能够很好地预测试题的实际难度;(3)难度指数能够作为对试题(或试卷)之间难度进行比较的良好指标;(4)2008年上海市高考数学试题(理科卷)较2007年试题难度有所降低。
On the basis of the frame and procedure designed by Shao ＆ Yu （2008） of the prior CTA of mathematics problem difficulty, this study introduced two new indicators： base difficulty （BD） and solution difficulty （SD） and then went on to a third indicator-difficulty index （Dl）--to represent the relative difficulty of a problem or that between two or more problems. With these indicators, the CTA of the problem difficulty of the Shanghai＇ s College Entrance Examination Papers in Mathematics in 2007 and 2008 was made. The results show： （1） there is a significant high consistency among the raters; （2） the difference between SD and BD or （SD BD） can be a good prediction of problem difficulty; （3） difficulty index （DI） can be used to compare the difficulty between different problems or between examination papers; （4） the Mathematics Examination Paper of 2008 is easier than that of 2007.
出处
《心理科学》
CSSCI
CSCD
北大核心
2009年第6期1342-1344,1317,共4页
Journal of Psychological Science
基金
上海市教育科学研究项目(B08012)
国家理科基地人才培养基金项目(J0730754)支持试题难度多项指标的认知任务分析
关键词
认知任务分析
基准难度
解决难度
难度指数
数学试题
cognitive task ananlysis, base difficulty, solution difficulty, difficulty index, mathematics problems
作者简介
通讯作者：邵志芳。E-mail：zfshao@psy．ecnu．edu．cn.
