测试成绩作为教学效果评价的重要指标，其终极目标是能合理反映被试者的能力水平，但传统意义上的卷面得分并不能完全反映被试者测试得分和能力水平之间的关系。鉴此，该文提出根据试题难易程度，对卷面分数进行调整的测试成绩计算方法，并以土木工程专业课“建筑结构设计”为例，分析其具体应用。结果表明：试题客观难度系数取值对卷面高分段影响小，对低分段影响大；分数变化率最大绝对值在卷面最低分和最高分之间，偏向最低分一侧，卷面分数越接近最高分或最低分，受影响越小，客观难度系数取0时，分数变化率在-55.4%～-15.0%之间，取0.5时，在-11.7%～-3.9%之间，取0.7时，在-5.7%～2.5%之间；客观难度系数越小，计算分数与卷面分数间的偏差越大，分数越分散，不同教学班试卷难度系数的差别越大，教学班单独计算和多班合并计算分数差异越大，客观难度系数取0.5时，教学班单独计算和多班合并计算分数的偏差在-10%～+3%以内，取0.7时，偏差在-4%～+3%以内；考虑试题难度的测试成绩计算方法，能合理反映分数和被测试者能力水平间的关系，客观难度系数建议取0.5～0.7，同一门土木工程专业课存在多个教学班时，当客观难度系数取不大于0.6时，建议多班合并计算，大于0.6时，各教学班可单独计算。

As an essential indicator of teaching effect evaluation, test scores can reasonably reflect the ability level of the subjects. However, the paper scores in the traditional sense cannot fully reflect the relationship between the test scores and the ability level of the subjects. Because of this, this paper proposes a test score calculation method that adjusts the test scores according to the difficulty of the test questions and analyzes its specific application by taking the civil engineering course "Architectural Structure Design" as an example. The results show that the value of the objective difficulty coefficient of the test questions has little influence on the high section of the paper surface but has a significant influence on the low section; The maximum absolute value of the score change rate is between the lowest score and the highest score on the roll surface, which is biased toward the lowest score side. The closer the roll surface score is to the highest or lowest score, the less it will be affected. When the objective difficulty coefficient is taken as 0, the score change rate is between - 55.4% ～ - 15.0%; when it is taken as 0.5, it is between - 11.7% ～ - 3.9%; when it is taken as 0.7, it is between - 5.7% ～ 2.5%; The smaller the objective difficulty coefficient is, the greater the deviation between the calculated score and the paper score, the more dispersed the score is, the greater the difference between the test paper difficulty coefficients of different teaching classes is, and the more significant the difference between the scores calculated by the teaching class alone and by the combined calculation of multiple classes is. When the objective difficulty coefficient is 0.5, the deviation between the scores calculated by the teaching class alone and by the combined calculation of multiple classes is within - 10% ～ + 3%, and when it is 0.7, the deviation is within - 4% ～ + 3%; The test score calculation method considering the difficulty of the test questions can reasonably reflect the relationship between the scores and the ability level of the examinees. The objective difficulty coefficient is recommended to be 0.5 ~ 0.7. When there are multiple teaching classes in the same civil engineering professional course, when the objective difficulty coefficient is not greater than 0.6, it is recommended that multiple classes be calculated together. Each teaching class can be calculated separately when it is more significant than 0.6.

西南交通大学2021年本科教育教学研究与改革项目(教学实践类项目)“混合式教学背景下土木工程专业课实施效果评价方法及优化策略” (2103008)