چکیده:
هدف از این ساخت، مقیاس پیشرفت تحصیلی درس مطالعات اجتماعی پایه ی اول دبیرستان با استفاده از نظریه ی پرسش- پاسخ بود. نمونه ی مورد مطالعه در این پژوهش 321 نفر از دانش آموزان دختر و پسر پایه ی اول دبیرستان شهر تهران بودند که از روش نمونه گیری خوشه ای چند مرحله ای تصادفی انتخاب شدند. در تهیه ی این آزمون، ابتدا دو فرم همتای آزمون از نوع چند گزینه ای با استفاده از جدول مشخصات که یک بعد آن را هدف های آموزشی (رفتاری) و بعد دیگر را محتوای درسی پوشش می داد، ساخته شد. سپس هر دو فرم در دو مرحله ی تجربی (برای تعیین ضریب دشواری پرسش، تعیین ضریب تمیز پرسش، همبستگی پرسش با نمره ی کل آزمون، همبستگی میان پرسش های آزمون، تحلیل گزینه های انحرافی) و نهایی در مورد گروه نمونه با فاصله ی زمانی یک هفته از یکدیگر اجرا شدند. نتایج بدست آمده از این پژوهش حاکی از این بود که: آزمون های ساخته شده ی فرم الف و ب از روایی و پایایی قابل قبولی برخوردارند و با مدل سه پارامتری نظریه ی پرسش - پاسخ برازندگی دارند.
Aim: The purpose of the study was to develop a social study
achievement test for high school Students (first grade) based on itemresponse
theory. Method: The sample consisted of 321 high school
students in Tehran. Multi-stage cluster sampling was used for selecting
the participants. The first step in conducting this exam was to prepare
two parallel forms of multiple choice style which on one hand
concentrated on the educational objectives and on the other hand on the
content of the lessons. These forms were administered in three
preliminary stages, first: the questions were analyzed for any ambiguity
in their composition, the comprehension of expressions was tested and
the like, in the second stage which was the practical stage, consisted of
determining the difficulty level of the questions, the students ability to
recognize questions and also the level of interdependence of questions
with the overall score etc …. Both of these forms were administrated to
the sample group in a ten day interval. Results: The results show that:
the constructed forms were of high reliability, they were at the same time
acknowledgeable through the analysis based on the classical Method and
they were also in accordance with the three–factors of the Item Response
Theory. Taking into account the Item characteristic curve, both of the
forms produced the knowledge for the students with average ability. In
this analysis a kind of rank – percentile norm for both sex was
formulated. Conclusion: In general, based on IRT a social study
achievement test with acceptable psychometric properties was developed.