Analysis of Test Scores Considering the Influence of Question Difficulty: A Case from Bridge Seismic and Wind Resistance Course

Yafeng Li; Changbai Wang; Qiang Wang; Yuan Song; Yuxuan Wang; Gonghong Hu; Pu Yuan; Wei He

doi:10.70088/aq0wt957

Authors

Yafeng Li School of Civil Engineering and Architecture, Anhui University of Science and Technology, Huainan, Anhui, 232001, China Author
Changbai Wang School of Civil Engineering and Architecture, Anhui University of Science and Technology, Huainan, Anhui, 232001, China Author
Qiang Wang School of Civil Engineering and Architecture, Anhui University of Science and Technology, Huainan, Anhui, 232001, China Author
Yuan Song School of Civil Engineering and Architecture, Anhui University of Science and Technology, Huainan, Anhui, 232001, China Author
Yuxuan Wang School of Civil Engineering and Architecture, Anhui University of Science and Technology, Huainan, Anhui, 232001, China Author
Gonghong Hu School of Civil Engineering and Architecture, Anhui University of Science and Technology, Huainan, Anhui, 232001, China Author
Pu Yuan School of Civil Engineering and Architecture, Anhui University of Science and Technology, Huainan, Anhui, 232001, China Author
Wei He School of Civil Engineering and Architecture, Anhui University of Science and Technology, Huainan, Anhui, 232001, China Author

DOI:

https://doi.org/10.70088/aq0wt957

Keywords:

test scores, question difficulty, set pair relation criterion, comprehensive analysis model, newly offered course

Abstract

Bridge Seismic and Wind Resistance Design is a newly offered elective course for the civil engineering major. Due to a lack of experience in test design for this new course and the scattered nature of its knowledge points, the difficulty of some test questions in the final examination deviated, which affected the accurate subsequent assessment of teaching effect subsequently. Therefore, this paper first analyzes the influence of test question difficulty on its scores. Then, the Set Pair Analysis (SPA) theory was introduced, and the score rate was selected as the indicator to measure the contribution of each question with different difficulty degrees to the overall test scores evaluation. A comprehensive test scores analysis model that can consider the test question difficulty is established. Finally, the validity of this test scores analysis model was explored through the class performance of the past year, which can provide theoretical guidance and data support for continuous teaching reform and quality assessment.

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