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首页> 外文期刊>Journal of applied measurement >Estimation of the Accessibility of Items and the Confidence of Candidates: A Rasch-Based Approach
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Estimation of the Accessibility of Items and the Confidence of Candidates: A Rasch-Based Approach

机译：估计项目的可访问性和候选者的自信心：基于Rasch的方法

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摘要

In Scottish High School mathematics examinations partial credit is normally awarded for answers which are not totally correct but nevertheless contain some of the correct working. As a way of incorporating partial credit in the marking of ICT versions of these examinations, "steps" have been introduced. The use of "steps" also allows for a Rasch analysis that measures the inaccessibility of items and the confidence of candidates in addition to the traditional difficulty of items and ability of candidates. Two Rasch models can be fitted and jointly assessed for fit. The resulting measures can then be investigated for any relationship between ability and confidence and between difficulty and inaccessibility. A small data set has been used to illustrate these ideas.
机译：在苏格兰高中数学考试中，部分答案通常会被授予不完全正确但仍包含某些正确答案的答案。作为在这些考试的ICT版本标记中加入部分学分的一种方法，引入了“步骤”。使用“步骤”还可以进行Rasch分析，以测量项目的不易到达性以及候选人的传统信心和候选人的能力之外的候选人的信心。可以安装两个Rasch模型，并共同评估其适合性。然后，可以对由此产生的度量进行调查，以了解能力和自信心之间以及困难和不可及性之间的任何关系。一个小的数据集已被用来说明这些想法。

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