کاربرد گزینه «هیچ‌کدام از موارد بالا» در سؤالات چندگزینه‌ای زبان انگلیسی
محورهای موضوعی : روانشناسی تربیتی
1 - دانشیار دانشگاه تربیت معلم شهید رجایی
2 - دانش آموخته کارشناسی ارشد دانشگاه تربیت معلم شهید رجایی
کلید واژه: هیچ کدام از موارد فوق, تناسب سؤال, ضریب دشواری, ضریب تمییز, حدس و نظریه پرسش- پاسخ,
چکیده مقاله :
این پژوهش، کاربرد گزینه هیچ کدام از موارد بالا را به عنوان یکی از گزینه های سؤالات چندگزینه ای بررسی کرده است. هدف پژوهش، برآورد تناسب، ضریب دشواری، ضریب تمییز و عامل حدس در سؤالاتی با این گزینه و تخمین پایایی کل آزمون بوده است. محققان این طرح، پنج متن از آزمون کلیدی انگلیسی سال 2010 موسوم به کت را انتخاب و سؤالات آن را در دو شکل موازی بازسازی کردند. آزمون اول، گزینه هیچ کدام از موارد بالا را نداشت؛ اما، آزمون دوم که دو هفته بعد برگزار شد، شامل این گزینه بود. هر دو آزمون، مشتمل بر سی و دو سؤال بود و بر روی صد و چهل و دو دانش آموز سوم دبیرستان اجرا شد. نتایج آزمون ها - که با روش سه پارامتری نظریه پرسش- پاسخ (آی آر تی) بررسی شدند – نشان داد که سؤالات دارای هیچ کدام از موارد بالاآسان تر بودند. این گزینه به تناسب و ضریب تمییز سؤالات آسیب نزد. امّا عامل حدس را افزایش داد. این، به نوبه خود می تواند پایایی و روایی آزمون را کاهش دهد.
The present study examined the effectiveness of ‘none of the above’ (NOTA) as a test alternative in multiple- choice items.It intended to estimate item fit, item difficulty, itemdiscrimination, guess factor of such a choice and the reliability of the whole test. To this end, the researchersselected five passages of reading section of the Cambridge Key English Test known as KET (2010) and developed a parallel form of that test; test one did not include NOTA, whereas the second test, administered two weeks later, included NOTA. The two tests, 32 items each, were given to 142 high-school third graders. The results, analyzed through 3-parameter logistic model of item response theory (IRT), revealed that multiple-choice questions including the alternative NOTA were easier than their counterparts. In addition, NOTA option did not threaten item fit and item discrimination but increased the guess factor, which, in turn may threaten the reliability and validity of the test.
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