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Correlation Chart Between Candidates' Ability and Exam Difficulty 02

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Correlation Chart Between Candidates Ability and Exam Difficulty 02

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Each 'X' represents 0.1 cases


Figure 3.15. Correlation chart between candidates' ability and test difficulty 02

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Figure 3.16. Correlation chart between candidates' ability and test difficulty 03

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Figure 3.17. Correlation chart between candidates' ability and test difficulty 04


We can see that the exam questions are almost similar, these exam questions are easy compared to the candidates' ability. Therefore, the work of editing the exam questions will be easy.

CONCLUSION, SUGGESTED SOLUTIONS AND RECOMMENDATIONS


1. Conclusion


The construction of a test according to modern measurement theory (IRT) is no longer too new in the world. However, in Vietnam, there are quite a few research groups in-depth in this field. Vietnamese documents on modern measurement theory are mainly written and published by author Lam Quang Thiep, current English documents are mainly Workshops or academic books by authors Lord, Baunman, Rash, .... Therefore, the construction and analysis of a test according to IRT theory of the author encountered many difficulties. However, this thesis has introduced and systematized a brief process of construction, analysis and evaluation of a test according to IRT theory. The steps to construct, analyze and standardize a test. From there, we know how to select and assess the quality of test questions as well as the difficulty level of a certain test to improve the quality of the test. Through the construction and analysis of the 12th grade math exam using modern assessment theory, we see the advantages of IRT. That is, the analysis of the parameters of the exam questions does not depend on the selected samples, the exam questions in a test are also independent of each other and the parameters (difficulty, discrimination) are estimated proactively. Analyzing the exam with binary, multi-divisional and multi-dimensional questions helps improve the quality of the exam, fairness, objectivity in assessment and especially recognize the overall quality of education over the years, going up or down, thereby helping managers make decisions and adjust policies appropriately.

Through this, we can apply the process of constructing and analyzing exam questions to individual school units or school clusters. From there, we can gradually improve and enhance the quality of assessment and evaluation at educational training institutions, helping periodic assessment tests to be serious, objective, and accurately reflect the quality of education. Especially in the current period, the organization of national exams has gradually shifted to the form of experiments. Recognizing the separate dimensions of student capacity is also a completely new issue. Through analyzing the correlations between the dimensions of capacity (Analysis, Algebra, Geometry) of students, we can have a clear view of the capacities of specific groups of students. From there, the test has the nature of differentiating and classifying students better.

2. Some suggested solutions and recommendations


Due to limited capacity and time, the thesis has not analyzed in detail the theoretical basis of IRT as well as its specific applications. Especially the two processes of estimating test question parameters and the process of standardizing test questions. The author also hopes that in the future, there will be many topics on this field as well as many domestic experts, as well as Vietnamese experts abroad, participating in writing reference books in a specific and detailed manner so that IRT can be popularized in the teaching community, as well as having a separate community to deeply research this theory.

One of the difficulties when the author carried out this topic was choosing specialized software for analyzing exam questions. Because currently in the world there are two trends (schools) of research on IRT. Those are research centers in the United States - the most populous and research groups in Australia and Asia-Pacific countries. Research groups in the United States have a very large community and have many documents and commercial software for IRT popular on the Internet. The second group is in Australia, which has a very small community and is more familiar to us with the ConQuest software version that has been popularized in Vietnam. However, documents on Conquest are very few and difficult to use. Conquest has been embedded in open source statistical tools in R, TAM. So the author really hopes to have a specialized software for IRT analysis in Vietnamese to help analyze and evaluate exam questions and exam papers more intuitively and easily.

It is a pity that the analysis of the advantages and disadvantages of the two forms of TN and TL testing has not been analyzed with specific data. The author also hopes that in the future, the above topics will continue to be researched and implemented by other topics so that the research community and those working with IRT will grow, and have a better grasp of the theoretical foundation as well as the application of modern measurement theory. So that the application of IRT theory in the process of analyzing, constructing and evaluating test questions will be popular and regular.

REFERENCES

1. Lam Quang Thiep (2008), Multiple choice and application . Science and Technology Publishing House.

2. Lam Quang Thiep (2012), Measuring and evaluating learning activities in schools . Pedagogical Publishing House.

3. Lam Quang Thiep (2011), Measurement in education - Theory and application . VNU Publishing House.

4. Duong Thieu Tong (1995), Testing and measuring learning outcomes . Ho Chi Minh City Publishing House.

5. Duong Thieu Tong (1995), Applied statistics in educational science research . Social science publishing house.

6. Pham Xuan Thanh (2013), Measurement lecture series . Ebook.

7. Tran Khanh Duc (2013), Lecture series on measurement and evaluation in education . Ebook.

8. Ministry of Education (2014), High School Mathematics Textbook . Education Publishing House.

9. Ministry of Education (2010), High school math knowledge and skills standards . Education Publishing House.

10. Frank_B._Baker (2001), Item Response Theory . Published by the ERIC

11. Ronald_K._Hambleton (2012), Fundamentals of Item Response . Springer

12. Christine DeMars (2011), Item Response Theory , Oxford University Press, Inc

13. Lord Frederic (2009), Applications of item response theory to practical testing problems . Routledge.

14. Dr._Remo_Ostini (2006), Dr._Michael, L._Nering , POLYTOMOUS ITEM RESPONSE THEORY MODELS . Sage Publications, Inc.

15. Mark_D._Reckase (2009), Multidimensional Item Response Theory . Springer

16. Russell_Waugh (2010), Applications of Rasch Measurement . Nova Sciences, Inc.

17. ByDr. V. Natarajan (2009), Basic Principles of IRT . Ebooks.

18. Margaret L. Wu Ray mond J. Adams (2007), ACER ConQuest, Version 2.0 . ACER Press

19. RJ de Ayala (2009), The Theory and Practice of Item Response Theory . The Guilford Press

20. Frank B. Baker, Seock-Ho Kim (2017), The Basics of Item Response Theory Using R . Spring.

Appendix 1: Grade 12 Math Program Distribution


123 lessons a year

Algebra and Analysis 78 periods

Geometry 45 periods

Semester I: 19 weeks (72 periods)

48 lessons

24 periods

Semester II: 18 weeks (51 periods)

30 lessons

21 lessons


TT

Content

Number of periods

Note


1

Applying derivatives to examine and draw graphs of functions: Monotony and inverse variation of functions. Extrema of functions. Maximum and minimum values ​​of functions. Vertical asymptotes and horizontal asymptotes of function graphs.

Survey the variation and draw the graph of the function


20


Algebra 78 periods

(including 16 review periods, test, homework and total graduation exam review )


2

Power, Exponential and Logarithmic Functions: Powers. Power functions. Logarithms. Exponential functions. Logarithmic functions. Exponential and Logarithmic equations. Inequalities

Exponential and Logarithmic Equations


17

3

Antiderivatives, Integrals and Applications: Antiderivatives. Integrals

integral. Applications of integral in geometry.

16

4

Complex numbers: Complex numbers. Addition, subtraction and multiplication of complex numbers. Division

Complex numbers. Quadratic equations with real coefficients

9


5

Polyhedron: Concept of polyhedron. Convex polyhedron

and regular polyhedra. Concept of volume of polyhedra


11

Geometry 45 periods

(including 6 review periods, test, homework and overall good exam review)

career )

6

Cone, cylinder, sphere: Concept of surface of revolution.

Sphere

10


7

Coordinate system in space: Coordinate system in space. Plane equation. Line equation in space.

space.


18

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