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双语推荐：Rasch

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Rasch模型已经被广泛的应用于教育测量领域，在考试相关的各个方面都产生了重大的影响。拟合统计量分析是应用Rasch模型的一个重要环节，在Rasch分析中起着关键的作用。本文以PETS为例，介绍了Rasch拟合统计量的特点和类别、实际使用方法及其局限性。
The Rasch model has been widely applied in the field of educational assessment. It has exerted substantial influences on many aspects of testing. Fit statistics analysis is an essential part of the application of the Rasch model. It plays a key role in Rasch analysis. The paper uses PETS as an example to introduce the features, types, actual use, and limitations of the Rasch fit statistics.

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为了开发并规范糖尿病患者运动阻碍的调查工具,弄清中国2型糖尿病患者的主要运动阻碍,运用国际上最新的教育/心理测量技术简化调查工具,更好地应用大规模人群。对197名2型糖尿病患者(男性104名,女性93名,平均年龄53.6岁)进行问卷调查。调查工具源自美国成熟的43项运动阻碍调查问卷,作为判定妨碍他们参加运动的程度。数据应用Rasch模型进行分析,通过其Logits值,判定运动阻碍的大小;然后根据Rasch模型的分析结果,在保持原来内容结构基础上,缩减问卷内容,通过相关性分析,筛选出最佳缩减的问卷版本。结果发现:缺乏运动的知识和专业人员的指导是我国2型糖尿病患者最主要的运动阻碍。运用新型试题应答理论模型(IRT)分析发现,4种缩减版本的问卷均与原来43项的版本具有相关性,16项的问卷工具效率最高,可推荐使用。
In order to develop and standardize a diabetic patient sports hindrance survey tool, and to clarify major sports hindrances suffered by type 2 diabetic patients in China, the authors applied the world latest educational/psychological measurement technology to simplify the survey tool, so that it can be applied to mass groups of people better. The authors carried out a questionnaire survey on 197 type 2 diabetic patients (104 males, 93 females, average age:53.6). The survey tool originated from a mature sports hindrance survey questionnaire established in the United States, including 43 sports hindrances, used to determine the degree of hindrance in their sports participation. The authors analyzed the data by apply-ing the Rasch model, determined the magnitudes of sports hindrances based on their Logits values, and then analyzed the results according to the Rasch model, reduced questionnaire contents on the basis of maintaining the original content structure, screened out the best reduc

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首先,本文诠释了"题组"的本质即一个存在共同刺激的项目集合。并基于此,将题组效应划分为项目内单维题组效应和项目内多维题组效应。其次,本文基于Rasch模型开发了二级评分和多级评分的多维题组效应Rasch模型,以期较好地处理项目内多维题组效应。最后,模拟研究结果显示新模型有效合理,与Rasch题组模型、分部评分模型对比研究后表明:(1)测验存在项目内多维题组效应时,仅把明显的捆绑式题组效应进行分离而忽略其他潜在的题组效应,仍会导致参数的偏差估计甚或高估测验信度;(2)新模型更具普适性,即便当被试作答数据不存在题组效应或只存在项目内单维题组效应,采用新模型进行测验分析也能得到较好的参数估计结果。
Testlet design has been widely adopted in educational and psychological assessment. A testlet is a cluster of items that share a common stimulus (e.g., a reading comprehension passage or a figure), and the possible local dependence among items within a testlet is called testlet-effect. Various models have been developed to take into account such testlet effect. Examples included the Rasch testlet model, two-parameter logistic Bayesian testlet model, and higher-order testlet model. However, these existing models all assume that an item is affected by only one single testlet effect. Therefore, they are essentially unidimensional testlet-effect models. In practice, multiple testlet effects may simultaneously affect item responses in a testlet. For example, in addition to common stimulus, items can be grouped according to their domains, knowledge units, or item format, such that multiple testlet effects are involved. In essence, an item measures multiple latent traits, in addition to the t

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应用标准参照的理论对常模参照考试进行研究和解释，可以对考试进行更深入细致的分析。应用Rasch测量模型将考生的能力水平和不同版本的试题的考试分数转换到同一个分数系统上，可以进行不同年度间试题水平的比较和考生水平的比较。将学科能力分解为不同的维度，对各个维度的能力分成梯度等级，可以分析试卷中各试题的能力层级定位和试卷的能力结构，同时可以分析各层次考生的成分和比例。
The application of criterion-referenced theory in studying and interpreting norm-referenced examination leads to a more detailed analysis of the examination. Examinee’s ability and item scores from different versions can be put on the common scoring system by using Rasch model, therefore item difficulty and examinee’s ability from different years can be compared directly. Once ability to be tested divided into different dimensions and dimension classified into different levels, not only item difficulty and test construct can be analyzed, but also the ingredients and proportions of examinees from different levels can be identified.

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目前大规模考试作文评分大都采用双评评分模式,本研究采用多侧面Rasch模型(MFRM)分析双评模式下大型英语作文评分中的评分者误差来源及主要影响因素。对57名评分者所评价的2 427篇作文分析发现:1评分者的宽严度存在显著的差异;2在作文评分中,约有22.8%的评分者之间的一致性较差,也存在约3.5%的评分者之间一致性过高;3约90%的评分者自身的一致性都较高,但仍有8.8%的评分者自身一致性很差,约2%的评分者出现评分自身一致性过高的情况;4从整体上讲,评分者在不同的评分标准(或维度)上、不同评分等级宽严程度的把握存在差异;评分者和被试,以及评分者、被试和评分标准三者的交互作用不显著;5评分者对男生和女生具有相同的宽严度。
This research would investigate the extent to which that second language writing performance scores were influenced by rater effect in large scale assessment in China. Writing samples were obtained from 2427(1491 females, 936 males)first grade students in Junior high school. The 54 raters in this study were all experienced specialists in the field of Teaching English as the second language. Each examinee was randomly scored by two raters. Each writing sample was scored according to five criterion:①Information, a 4-point scale was use to measure content;②Gracture, which is a 4-point scale used to evaluate the sentence; ③Mechanics, a 3-point scale is for the overall structure;④Length, a 2-point scale used to measure the number of words;and⑤Coherence, a 3-point scale u the expression. The MFRM analysis was completed using Facets software. Three facets were analyzed including persons, raters, and rating criteria based on Partial credit Model. The findings in this study indic

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