基于项目反应理论和关联规则的本科课程设置分析

IF 0.5 4区教育学 Q4 EDUCATION & EDUCATIONAL RESEARCH

Kedi Journal of Educational Policy Pub Date : 2019-01-01 DOI:10.22804/KJEP.2019.16.1.001

Hayette Khaled, Pablo Gregori, R. Couturier

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引用次数: 1

摘要

本文的目的是为课程的统计分析提供一种方法，其结果一方面提供了对学士学位各学科流利程度与该学位学习者整体能力之间关系的见解。另一方面，从观察到的数据中可以看出，不同受试者的流利程度之间存在有序关系，无论预期与否。我们通过对一个计算机科学学士的分析来说明这一点，我们应用了项目反应理论的分级反应模型，以及关联规则的隐含图。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Analysis of bachelor’s degree curricula through Item Response Theory and Association Rules

The objective of this paper is to provide a methodology for statistical analysis of curricula, whose results give insights, on the one hand, on the relation between fluency in each subject of a bachelor’s degree and the overall ability of learners in that degree. On the other hand, an ordering relation among the fluency of the different subjects, expected or not, emerges from the observed data. We illustrate it with the analysis of a bachelor’s of computer science, to which we have applied the Graded Response Model of Item Response Theory, along with the implicative graph of Association Rules.

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来源期刊

Kedi Journal of Educational Policy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

0.90

自引率

25.00%

发文量

期刊介绍： The KEDI Journal of Educational Policy seeks to publish research that makes a significant contribution to the understanding and practice of educational policy through scholarly articles and reports on research projects of wide international scope. The aims are to make research accessible to a broad international readership, including researchers, practitioners, and students in education. The Korean Educational Development Institute (KEDI) welcomes papers that will encourage and enhance academic debate from new and established scholars.