项目反应理论在教学策略档案问卷中的应用。
The application of item response theory on a teaching strategy profile questionnaire.
机构信息
Department of Learning, Informatics, Management and Ethics (LIME), Berzelius väg 3 Karolinska Institutet, 171 77 Stockholm, Sweden.
出版信息
BMC Med Educ. 2010 Feb 10;10:14. doi: 10.1186/1472-6920-10-14.
BACKGROUND
In medical education research, various questionnaires are often used to study possible relationships between strategies and approaches to teaching and learning and the outcome of these. However, judging the applicability of such questionnaires or the interpretation of the results is not trivial.
METHODS
As a way to develop teacher thinking, teaching strategy profiles were calculated for teachers in a research intensive department at Karolinska Institutet. This study compares the sum score, that was inherent in the questionnaire used, with an Item Response Theory (IRT) approach. Three teaching dimensions were investigated and the intended sum scores were investigated by IRT analysis.
RESULTS
Agreements as well as important differences were found. The use of the sum score seemed to agree reasonably with an IRT approach for two of the dimensions, while the third dimension could not be identified neither by a the sum score, nor by an IRT approach, as the items included showed conflicting messages.
CONCLUSIONS
This study emphasizes the possibilities to gain better insight and more relevant interpretation of a questionnaire by use of IRT. A sum score approach should not be taken for granted. Its use has to be thoroughly evaluated.
背景
在医学教育研究中，经常使用各种问卷来研究教学策略和方法与教学效果之间的可能关系。然而，判断这些问卷的适用性或解释结果并不简单。
方法
为了培养教师的思维，我们为卡罗林斯卡学院研究密集型系的教师计算了教学策略概况。本研究比较了问卷中固有的总分与项目反应理论（IRT）方法。调查了三个教学维度，并通过 IRT 分析研究了预期的总分。
结果
发现了一致性和重要差异。对于两个维度，总分的使用似乎与 IRT 方法相当一致，而对于第三个维度，既不能通过总分，也不能通过 IRT 方法来识别，因为所包含的项目显示出相互矛盾的信息。
结论
本研究强调了通过使用 IRT 获得更好的洞察力和更相关的问卷解释的可能性。不应理所当然地采用总分方法。其使用必须经过彻底评估。
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