Score analysis and quality evaluation of examination paper based on classical test theory for Introduction to Nursing and teaching reflections
10.3760/cma.j.cn116021-20191204-00288
- VernacularTitle:基于经典测量理论的《护理学导论》课程试卷质量评价、成绩分析及教学思考
- Author:
Jiefeng YANG
1
;
Xiu WEN
;
Min YANG
;
Wenhua JING
;
Xiangyu CHEN
Author Information
1. 南京大学医学院附属鼓楼医院护理部 210008
- From:
Chinese Journal of Medical Education Research
2020;19(10):1237-1240
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To evaluate the quality of the final examination paper of the course Introduction to Nursing and analyze the students' performance, so as to provide objective basis for strengthening the course construction and continuously improving the teaching quality. Methods:SPSS 22.0 software was used to analyze the relevant data, descriptive statistics was carried out on the course scores and scores of different knowledge points of 58 nursing undergraduates in a college, and Pearson correlation analysis was used to analyze the relationship between students' examination scores and their usual scores. Based on the classical measurement theory, the difficulty coefficient, differentiation, reliability and validity of final examination papers were measured.Results:The average scores of students' usual performance, examination scores and total scores were 93.66, 67.07 and 75.19. The highest score of examination was 89, the lowest score was 52, the median was 65, the passing rate was 93.10%, and the number of students in 60-69 and 70-79 was 33 and 15 respectively. Among the 20 knowledge points examined, the passing rate of 10 knowledge points was less than 60%, and 5 of them<50%. There was a positive correlation between the test scores and the usual scores ( r=0.973, P<0.001). The difficulty coefficient of the final examination was P=0.329, the discrimination degree D=0.256, and the reliability r=0.734. Conclusion:The final examination are generally in line with the teaching requirements and are of good quality, but the final examination scores of the students are generally low. The students' usual scores are ideal, and their understanding, analysis and comprehensive application of knowledge points are poor.
