In a narrow sense, educational measurement refers to the quantitative measurement of students' knowledge, intelligence, personality development, ideology and morality according to certain rules. What is usually said is educational measurement in a narrow sense.
Extended data:
The test goal is the specific purpose that the test preparer hopes to achieve through the test, and clearly stipulates the expected results or standards to be achieved by the test. Standardization: refers to the consistency of the whole process of preparation, examination, grading and examination result interpretation, so as to reduce errors.
The reason why testing needs standardization is to improve the scientific nature of testing. Ensure the effectiveness of scientific research aimed at experiments and the reliability of test results. Project difficulty: refers to the difficulty of the test project, which is an indicator of the suitability of the project to the knowledge and ability level of the subjects.
Generally, the difficulty coefficient (also known as the difficulty value, that is, the P value) is used to quantitatively describe the degree of difficulty that the subjects encounter when answering an item. Item discrimination: refers to the degree or ability of distinguishing the actual academic level of different candidates by test items, and the item discrimination is usually represented by symbol D.
Specific gravity weighting: it is to multiply each score by its weight in the comprehensive score, and then accumulate and sum to get the comprehensive score. Multiple choice questions: It is a common method to combine several measurement scores that are not compensated for each other. Uncompensated measurement score refers to the size of one measurement score and cannot be compensated by another measurement score.