教育科学 ›› 2024, Vol. 40 ›› Issue (1): 78-86.

• 高等教育研究 • 上一篇    下一篇

中国大学生高阶思维能力测试的本土开发与质量验证*

赵婷婷1, 杨翊2   

  1. 1.厦门大学 高等教育发展研究中心,福建 厦门 361005
    2.北京语言大学 语言科学院,北京 100083
  • 出版日期:2024-01-15 发布日期:2024-04-08
  • 作者简介:赵婷婷(1969- ),女,辽宁本溪人,厦门大学高等教育发展研究中心教授,博士生导师,主要从事高等教育理论、高等教育评价等研究;|杨翊(1984- ),女,辽宁朝阳人,北京语言大学语言科学院助理研究员,硕士生导师,主要从事教育测量、高等教育评价、语言测试等研究。
  • 基金资助:
    *国家社会科学基金教育学一般课题“基于学习成果评价的中国大学生高阶思维能力发展状况研究”(BIA190182)

Local Development and Quality Verification of Higher-Order Thinking Ability Test for Chinese College Students

Zhao Tingting1, Yang Yi2   

  1. 1. Center for Higher Educational Development, Xiamen University, Xiamen Fujian 361005, China
    2. Faculty of Linguistic Science, Beijing Language and Culture University, Beijing 100083, China
  • Online:2024-01-15 Published:2024-04-08

RichHTML

11

PDF

256

摘要：

随着信息化、智能化社会的到来,大学生高阶思维能力的培养受到了前所未有的关注。本研究从中国实情出发,秉持“科学性”和“本土性”的原则,依据大学生学习成果评价和2001版布鲁姆教育目标分类学等理论,开发了中国大学生高阶思维能力测试,阐述了这项测试的具体研发过程,并依据三所高校的实测数据,基于教育测量学标准化测试的质量分析方法,对这项测试的信度、效度、试题质量、等值方案的合理性进行了分析。结果表明,这项测试具有良好的信度,合理的结构效度,对我国不同类型高校的学生和不同年级的学生具有较好的区分能力。依据经典测验理论完成的试题参数分析表明,试题质量良好;测试采用非等组共同题设计完成不同版本试卷间的等值,等值方案科学。这些分析表明,中国大学生高阶思维能力测试作为一项严格意义上的标准化测试稳定、可靠、有效,适用于我国大学生学习成果评价实践,其研发过程和质量验证方法对同类测试具有重要的启发意义和参考价值。

关键词: 高阶思维能力, 大学生学习成果, 测试质量, 中国, 等值

Abstract:

With the advent of information and intelligent society, the cultivation of college students’ higher-order thinking ability has received unprecedented attention. Adhering to the principles of “scientificness” and “locality”, and based on the evaluation of college students’ learning outcomes and the 2001 version of Bloom’s Taxonomy of Educational Objectives, this study developed a higher-order thinking ability test for Chinese college students based on the actual situation in China, elaborated on the specific development process of this test, and analyzed the reliability, validity, question quality, and rationality of the equivalence scheme of this test, using the actual measurement data of three universities and the quality analysis method of the standardized test of educational measurement. The results show that this assessment has good reliability, reasonable structural validity, and good ability to distinguish students of different types of universities and different grades in China. The analysis of the test question parameters based on the classic test theory shows that the test questions are of good quality; the test uses non-equal sets of common question designs to achieve equivalence between different versions of the test papers, and the equivalence scheme is scientific. This study indicates that as a standardized test in a strict sense, the higher-order thinking ability test for Chinese university students is stable, reliable, and effective, and is suitable for the practice of evaluating the learning outcomes of Chinese university students. Its research and development process and quality verification methods have important enlightening significance and reference value for similar tests.

Key words: higher-order thinking skills, college students learning outcomes, test quality, China, equivalency

中图分类号: