Method and system for evaluating reading level of primary and secondary school students

Abstract

The invention discloses a primary and secondary school student reading level assessment method and system, and relates to the technical field of natural language processing. Based on the reading level elements, the project features and the project requirements, the reading level indexes and the three-dimensional index incidence matrix are obtained, the indexes related to the reading levels of primary and secondary school students are captured, and the authenticity and accuracy of the reading level evaluation result are improved; the reading condition questionnaire and the reading test paper of the reading level of primary and secondary school students are accurately formulated, and the reading test data and the questionnaire data are analyzed, so that each subject can interpret the reader level condition of an individual or a group, and a teacher or a school is assisted to diagnose the reading level condition of the students; according to the method, the advantages and disadvantages of the student individuals and group reading levels are known, the development trend of the student individuals in reading ability tendency and the reading level value-added performance of various groups are predicted, and then effective suggestions for improving the reading levels of the student individuals, the reading teaching level development of teachers and the reading education guidance of schools and regions are given.

Description

Technical Field

[0001] The present invention relates to the technical field of natural language processing, and particularly relates to a method and system for evaluating the reading level of primary and secondary school students. Background Art

[0002] The domestic research on reading ability started in the 1980s. In the early stage, it focused on the description of the reading process and behavior, and later turned to the perspective of cognitive psychology to explore the implicit characteristics and laws of reading ability. Researchers analyzed reading ability from different angles. For example, Kuang Huaixi decomposed it into recognition, comprehension, and analysis and absorption abilities; Zhang Zhigong divided it into comprehension, memory, and speed; Mo Lei proposed a more detailed ability decomposition using the "activity-factor analysis method". Xia Zhengjiang, starting from reading activities and their influencing factors, divided reading ability into ontological and relevant reading abilities. At present, the evaluation system for the reading level of primary and secondary school students in China is not yet perfect. Although some research results have proposed evaluation systems, there is a lack of unified standards and indicators, resulting in differences in evaluation results. Some domestic reading evaluation studies only use questionnaire surveys and on-site surveys to explore students' reading situations and levels, overly focusing on the description and analysis of surface phenomena, lacking in-depth theoretical discussions and empirical studies, which leads to one-sidedness and limitations in the understanding and evaluation of reading levels.

[0003] Foreign reading research, represented by PISA, PIRLS, and NAEP, emphasizes the authenticity of reading situations and the diversity of text materials. PISA restores real reading situations, covering aspects such as family, school, and society; it emphasizes text diversity, including e-reading texts. PIRLS examines reading literacy from aspects such as reading purposes and comprehension processes, and focuses on the improvement of students' reading literacy. NAEP sets up different situational tasks to evaluate students' abilities in aspects such as literary appreciation and information acquisition, and examines the individual's mastery of different text types. These studies closely combine reading with life and highlight its practical significance. Foreign reading research is all based on reading tests within the framework of communicative language ability and is not applicable to the evaluation of students' reading literacy in their mother tongue of Chinese. Summary of the Invention

[0004] The purpose of the present invention is to provide a method and system for evaluating the reading level of primary and secondary school students to improve the above technical problems.

[0005] To achieve the above invention purpose, the embodiments of the present invention provide the following technical solutions:

[0006] A method for evaluating the reading level of primary and secondary school students, which includes:

[0007] S1. Obtain the reading level elements, item characteristics, and item requirements of primary and secondary school students in a certain region, and determine the type of reading level evaluation;

[0008] S2. Based on the reading level factors, construct a correlation matrix model of reading level indicators and three-dimensional indicators; among them, the reading level indicators include reading ability level indicators, reading skill level indicators, and reading knowledge level indicators;

[0009] S3. Based on the reading level assessment type and reading level indicators, determine the reading situation questionnaire; determine the reading test paper through the three-dimensional indicator correlation matrix model;

[0010] S4. Collect the reading test data corresponding to the reading test paper and the questionnaire data corresponding to the reading situation questionnaire and perform preprocessing;

[0011] S5. Analyze the preprocessed reading test data and questionnaire data to obtain reading level influencing factor indicators and reading level measurement indicators;

[0012] S6. Evaluate the reading level influencing factor indicators and reading level measurement indicators to obtain the reading level evaluation results of primary and secondary school students.

[0013] Further, the project characteristics include the schools, grades, semesters, classes, and student information in this region;

[0014] The reading level assessment types include overall assessment of regional reading level, school reading level assessment, reading level assessment of students in a certain grade, class reading level assessment, and individual reading level assessment.

[0015] Further, the reading ability indicators include vocabulary discrimination ability indicators, language comprehension ability indicators, logical analysis ability indicators, and interpersonal comprehension ability indicators;

[0016] The reading skill indicators include comprehension skill indicators, information extraction skill indicators, comprehensive generalization skill indicators, inference skill indicators, application skill indicators, analysis skill indicators, and appreciation skill indicators;

[0017] The reading knowledge indicators include word knowledge indicators, sentence knowledge indicators, paragraph knowledge indicators, and article knowledge indicators.

[0018] Further, the construction of the correlation matrix model of reading level indicators and three-dimensional indicators based on the reading level factors includes:

[0019] S2-1. Use factor analysis to analyze the reading level factors to obtain initial reading ability level indicators, initial reading skill level indicators, and initial reading knowledge level indicators;

[0020] S2-2. Based on the theory of multiple intelligences, classify and define the initial reading ability level indicators to obtain the reading ability level indicators;

[0021] S2-3. Classify and define the initial reading skill level indicators based on the cognitive theory of educational objective classification to obtain the reading skill level indicators;

[0022] S2-4. Classify and define the initial reading knowledge level indicators based on linguistic fundamentals and the project characteristics to obtain the reading knowledge level indicators;

[0023] S2-5. Based on the reading ability level indicators, the reading skill level indicators, and the reading knowledge level indicators, obtain the correlation relationships among the reading ability level indicators, the reading skill level indicators, and the reading knowledge level indicators, and construct a corresponding reading level indicator system;

[0024] S2-6. Based on the correlation relationships and the reading level indicator system, construct a three-dimensional indicator correlation matrix model.

[0025] Furthermore, determine a reading situation questionnaire based on the reading level assessment type and the reading level indicators; determine a reading test paper through the three-dimensional indicator correlation matrix model, including:

[0026] S3-1. Set the initial reading situation questions corresponding to the reading level indicators based on the project characteristics;

[0027] S3-2. Randomly select primary and middle school students to conduct a pretest on the initial reading situation questions to obtain corresponding pretest data;

[0028] S3-3. Calculate the reliability and validity corresponding to the pretest data;

[0029] S3-4. Process the pretest data through item clustering and factor analysis respectively to obtain corresponding item clustering results and factor analysis results;

[0030] S3-5. Based on the reliability and validity, the item clustering results, and the factor analysis results, select the initial reading situation questions, and retain the initial reading situation questions with a reliability and validity higher than the first threshold, an item clustering result higher than the second threshold, and a factor analysis result higher than the factor score threshold to obtain the reading situation questionnaire;

[0031] S3-6. Select and determine the reading level indicators corresponding to the project characteristics based on project requirements and the reading level assessment type;

[0032] S3-7. Through the three-dimensional indicator correlation matrix model, obtain the three-dimensional indicator correlation matrix corresponding to the reading level indicators in S3-6, that is, obtain the relationship between the project characteristics and the reading level indicators;

[0033] S3-8. Determine the inspection ratio of the reading level indicators in S3-6, the cognitive level corresponding to the age of the students, the reading requirements for students in the national curriculum standards for compulsory education, and the nature of the test, based on the three-dimensional index correlation matrix;

[0034] S3-9. Develop a corresponding multi-dimensional test item breakdown table based on the reading level assessment type, the inspection ratio, the cognitive level corresponding to the age of the students, the reading requirements for students in the national curriculum standards for compulsory education, and the nature of the test;

[0035] S3-10. Set the reading test paper based on the multi-dimensional test item breakdown table.

[0036] Furthermore, analyze the pre-processed reading test data and questionnaire data to obtain reading level influencing factor indicators and reading level measurement indicators, including:

[0037] S5-1. Draw a reading test score entry form corresponding to the pre-processed reading test data;

[0038] S5-2. Conduct a test question analysis on the reading level test paper according to the reading ability level indicators, the reading skill level indicators, and the reading knowledge level indicators to obtain a corresponding three-dimensional analysis two-way breakdown table;

[0039] S5-3. Input the reading test score entry form and the three-dimensional analysis two-way breakdown into the statistical operation module to obtain the reading level measurement indicators;

[0040] S5-4. Input the questionnaire data into the questionnaire statistical template, output the corresponding index scores, and count the proportion of factual investigations in the reading situation questionnaire;

[0041] S5-5. Develop the reading level influencing factor indicators based on the overall reading performance of classes, grades, and regions and the proportion of factual investigations results.

[0042] Furthermore, the reading level measurement indicators include individual score calculation indicators, group score calculation indicators, and test paper analysis indicators; among them, the individual score calculation indicators include individual score, scoring rate, score range, strengths and weaknesses of the score, advantages and disadvantages; the group score calculation indicators include average scoring rate, median scoring rate, differentiation degree, excellent rate, good rate, failure rate; the test paper quality analysis indicators include scoring rates of low, medium, and high groups, difficulty, discrimination degree, advantages and disadvantages;

[0043] The reading level influencing factor indicators include the basic factual situation of students' reading corresponding to the reading situation questionnaire, reading strategies and methods, reading motivation and interest, reading self-efficacy, and reading happiness index.

[0044] Further, evaluating the influencing factors of reading level and the measurement indicators of reading level to obtain the evaluation results of primary and secondary school students' reading level, including:

[0045] S6-1. Mining and analyzing the influencing factor indicators of reading level and the measurement indicators of reading level to obtain the corresponding analysis results of the influencing factors of reading level and the analysis results of the measurement of reading level;

[0046] S6-2. Based on the analysis results of the influencing factors of reading level and the analysis results of the measurement of reading level, screening the influencing factors of reading level and the measurement indicators of reading level to obtain the screened influencing factors of reading level and the screened measurement indicators of reading level;

[0047] S6-3. Using analysis methods to analyze the screened influencing factors of reading level and the screened measurement indicators of reading level to obtain the corresponding influencing laws of reading level and the measurement laws of reading level; wherein, the analysis methods include influencing factor analysis methods, association analysis methods, and clustering analysis methods;

[0048] S6-4. Evaluating the influencing laws of reading level and the measurement laws of reading level from the perspectives of item difficulty, item discrimination, and option analysis to obtain the evaluation results of primary and secondary school students' reading level.

[0049] An evaluation system for primary and secondary school students' reading level, which includes a collection module for primary and secondary school students' reading level, a three-dimensional index correlation matrix module, a reading volume compilation module, a reading volume collection module, a module for obtaining influencing factors - measurement indicators of reading level, and a reading level evaluation module; wherein:

[0050] The collection module for primary and secondary school students' reading level is used to obtain the reading level elements, item characteristics, and item requirements of primary and secondary school students in a certain area, and determine the type of reading level evaluation;

[0051] The three-dimensional index correlation matrix module is used to construct a reading level index and a three-dimensional index correlation matrix model based on the reading level elements;

[0052] The reading volume compilation module is used to determine a reading situation questionnaire based on the type of reading level evaluation and the reading level index; determine a reading test volume through the three-dimensional index correlation matrix model;

[0053] The reading volume collection module is used to collect the reading test data corresponding to the reading test volume and the questionnaire data corresponding to the reading situation questionnaire and perform preprocessing;

[0054] The reading level influencing factor - measurement index acquisition module is used to analyze the pre - processed reading test data and questionnaire data to obtain the reading level influencing factors and reading level measurement indicators;

[0055] The reading level evaluation module is used to evaluate the reading level influencing factors and reading level measurement indicators to obtain the reading level evaluation results of primary and secondary school students.

[0056] The beneficial effects of the present invention are as follows:

[0057] Based on the reading level elements, item characteristics and item requirements, the present invention obtains the reading level indicators and the three - dimensional index correlation matrix, captures the indicators related to the reading level of primary and secondary school students, and improves the authenticity and accuracy of the reading level evaluation results; precisely formulates the reading situation questionnaire and reading test papers for the reading level of primary and secondary school students, analyzes the reading test data and questionnaire data, which is conducive to each subject interpreting the reading quality level of individuals or groups. Furthermore, it assists teachers or schools in diagnosing the reading level of students, understanding the advantages and disadvantages of the reading levels of individual students and groups, predicting the development trend of individual students' reading ability tendencies and the value - added performance of the reading levels of various groups, and then gives effective suggestions for improving the reading level of individual students, the development of teachers' reading teaching levels, and the reading education guidance of schools and regions. BRIEF DESCRIPTION OF THE DRAWINGS

[0058] In order to more clearly illustrate the technical solutions of the embodiments of the present invention, the following will briefly introduce the drawings required in the embodiments. It should be understood that the following drawings only show some embodiments of the present invention, so they should not be regarded as limiting the scope. For those of ordinary skill in the art, without creative efforts, other related drawings can also be obtained based on these drawings.

[0059] Figure 1 It is the flow chart of the reading level evaluation method for primary and secondary school students in the embodiment of the present invention;

[0060] Figure 2 It is the schematic diagram of the three - dimensional index correlation matrix model in the embodiment of the present invention;

[0061] Figure 3 It is an example of the three - dimensional analysis two - way detailed list in the embodiment of the present invention;

[0062] Figure 4 It is the structure diagram of the reading level evaluation system for primary and secondary school students in the embodiment of the present invention;

[0063] Figure 5 It is the structure diagram of the reading level evaluation system for primary and secondary school students in another embodiment of the present invention. DETAILED DESCRIPTION OF THE EMBODIMENTS

[0064] The following will clearly and completely describe the technical solutions in the embodiments of the present invention with reference to the accompanying drawings in the embodiments of the present invention. Obviously, the described embodiments are only a part of the embodiments of the present invention, rather than all the embodiments. The components of the embodiments of the present invention described and shown in the drawings here can be arranged and designed in various different configurations. Therefore, the detailed description of the embodiments of the present invention provided in the drawings below is not intended to limit the scope of the claimed present invention, but only represents the selected embodiments of the present invention. All other embodiments obtained by those skilled in the art based on the embodiments of the present invention without creative efforts belong to the scope of protection of the present invention.

[0065] Please refer to Figure 1 , a method for evaluating the reading level of primary and secondary school students provided in this embodiment includes:

[0066] S1. Obtain the reading level elements, item characteristics, and item requirements of primary and secondary school students in a certain area; based on the item requirements, determine the reading level evaluation type;

[0067] The item characteristics include the schools, grades, semesters, classes, and student information in this area;

[0068] The reading level evaluation types include overall evaluation of regional reading level, school reading level evaluation, reading level evaluation of students in a certain grade, class reading level evaluation, and individual reading level evaluation.

[0069] S2. Based on the reading level elements, construct a reading level index and a three-dimensional index correlation matrix model; among them, the reading level index includes a reading ability level index, a reading skill level index, and a reading knowledge level index;

[0070] The reading ability index includes a vocabulary discrimination ability index, a language comprehension ability index, a logical analysis ability index, and an interpersonal comprehension ability index; the reading skill index includes a comprehension skill index, an information extraction skill index, a comprehensive generalization skill index, an inference skill index, an application skill index, an analysis skill index, and an appreciation skill index; the reading knowledge index includes a word knowledge index, a sentence knowledge index, a paragraph knowledge index, and an article knowledge index.

[0071] Taking the theory of multiple intelligences as the theoretical basis for potential content and the taxonomy of educational objectives as the theoretical basis for cognitive processes, and combining the main indicators of primary and secondary school reading levels, a three-dimensional indicator system including reading ability, reading skills, and reading knowledge is determined. Through literature research and empirical data analysis, the correlation between reading ability, reading skills, and reading knowledge that constitutes students' reading levels is determined. On the basis of the three-dimensional indicator system, taking the cognitive diagnosis theory and the multidimensional item response theory as the theoretical basis for constructing the model, thus, based on the elements of reading levels, a correlation matrix model of reading level indicators and three-dimensional indicators is constructed, including:

[0072] S2-1. Analyze the elements of the reading level by using factor analysis to obtain the initial reading ability level indicators, the initial reading skills level indicators, and the initial reading knowledge level indicators;

[0073] S2-2. Classify and define the initial reading ability level indicators based on the theory of multiple intelligences to obtain the reading ability level indicators;

[0074] S2-3. Classify and define the initial reading skills level indicators based on the cognitive theory of educational objectives to obtain the reading skills level indicators;

[0075] S2-4. Classify and define the initial reading knowledge level indicators based on the linguistic foundation and the item characteristics to obtain the reading knowledge level indicators;

[0076] S2-5. Based on the reading ability level indicators, the reading skills level indicators, and the reading knowledge level indicators, adopt the cognitive diagnosis theory of the fourth-generation educational evaluation and use multivariate statistical analysis methods to obtain the correlation between the reading ability level indicators, the reading skills level indicators, and the reading knowledge level indicators, and construct the corresponding reading level indicator system.

[0077] S2-6. Based on the correlation and the reading level indicator system, construct a three-dimensional indicator correlation matrix model, as Figure 2 shown.

[0078] S3. Determine the reading situation questionnaire based on the reading level assessment type and reading level indicators; determine the reading test paper through the three-dimensional indicator correlation matrix model;

[0079] The determination of the reading situation questionnaire based on the reading level assessment type and reading level indicators; the determination of the reading test paper through the three-dimensional indicator correlation matrix model includes:

[0080] S3-1. Based on the project characteristics, through theoretical literature research, referring to factors such as the reading background, conditions, and environment of students of all ages, the initial reading situation questions corresponding to the reading level indicators are set by reading evaluation technicians, Chinese subject evaluators, and psychological education and measurement personnel, and the dimensions of the reading situation survey and the reading level indicators for primary and secondary school students are determined.

[0081] S3-2. Randomly select primary and secondary school students to conduct a pretest on the initial reading situation questions and obtain the corresponding pretest data.

[0082] S3-3. Calculate the reliability and validity corresponding to the pretest data.

[0083] S3-4. Process the pretest data through item clustering and factor analysis respectively to obtain the corresponding item clustering results and factor analysis results.

[0084] S3-5. Based on the reliability and validity, the item clustering results, and the factor analysis results, select the initial reading situation questions, and retain the initial reading situation questions with reliability and validity higher than the first threshold, item clustering results higher than the second threshold, and factor analysis results higher than the factor score threshold to obtain the reading situation questionnaire.

[0085] S3-6. Based on the project requirements and the type of reading level assessment, select and determine the reading level indicators corresponding to the project characteristics.

[0086] S3-7. Through the three-dimensional index correlation matrix model, obtain the three-dimensional index correlation matrix corresponding to the reading level indicators in S3-6, that is, obtain the relationship between the project characteristics and the reading level indicators, as shown in Table 1.

[0087] Table 1

[0088]

[0089]

[0090] S3-8. Based on the three-dimensional index correlation matrix, determine the inspection proportion of the reading level indicators in S3-6, the cognitive level of students corresponding to their ages, the reading requirements for students in the national curriculum standards for compulsory education, and the nature of the test.

[0091] S3-9. Based on the type of reading level assessment, the inspection proportion, the cognitive level of students corresponding to their ages, the reading requirements for students in the national curriculum standards for compulsory education, and the nature of the test, formulate the corresponding multi-dimensional item breakdown table.

[0092] S3-10. Based on the multi-dimensional item breakdown table, set the reading test paper.

[0093] Based on the multi-dimensional test item specification, set the reading test paper, including:

[0094] S3-10-1. Based on the multi-dimensional test item specification, reading evaluation technology researchers and Chinese subject evaluators compile initial test questions for the reading level assessment of primary and secondary school students in this region, and set an initial reading test paper;

[0095] S3-10-2. Set a pretest plan, select primary and secondary school students in the corresponding grades to pretest the initial reading test paper, and obtain corresponding pretest response data;

[0096] S3-10-3. Calculate the pretest response data to obtain the quality analysis results of the initial reading test paper; the quality analysis results include but are not limited to validity, difficulty, discrimination, and superiority;

[0097] S3-10-4. Based on the quality analysis results, combined with the item response statistics results, modify the initial reading test paper to obtain the reading test paper.

[0098] S4. Collect the reading test data corresponding to the reading test paper and the questionnaire data corresponding to the reading situation questionnaire and perform preprocessing; the preprocessing of the reading test data includes cleaning, duplicate removal, information completion, and classification, and the preprocessing of the questionnaire data includes cleaning, duplicate removal, and classification.

[0099] S5. Analyze the preprocessed reading test data and questionnaire data to obtain reading level influencing factor indicators and reading level measurement indicators;

[0100] The analysis of the preprocessed reading test data and questionnaire data to obtain reading level influencing factor indicators and reading level measurement indicators includes:

[0101] S5-1. Draw a reading test score entry form corresponding to the preprocessed reading test data;

[0102] S5-2. According to the reading ability level indicator, the reading skill level indicator, and the reading knowledge level indicator, reading evaluation experts conduct question analysis on the reading level test paper to obtain a corresponding three-dimensional analysis two-way fine specification table, as Figure 3 shown;

[0103] S5-3. Input the reading test score entry form and the three-dimensional analysis two-way breakdown into the statistical operation module, that is, input the reading test entry form and the three-dimensional analysis two-way breakdown into the statistics of the individual reading level score entry form to obtain various evaluation results of each student on the reading level indicators (reading ability level indicators, reading skill level indicators, and reading knowledge level indicators), namely, obtain the original reading level scores, grade evaluations, and percentiles of the students, as well as the weighted scores of the students' reading ability, reading skills, and reading knowledge dimensions, the weighted scores of each reading level indicator, the scoring rate, the difference, etc.; input the students' individual scores into the class score entry form statistics, grade score entry form statistics, regional score entry form statistics, and other statistical operation templates in sequence to obtain the reading level scores of the student groups in the class, grade, and region respectively, and obtain the reading level measurement indicators. Among them, the statistical operation template is an application program with big data operation and analysis functions independently customized and developed in the Excel environment.

[0104] S5-4. Input the questionnaire survey data into the questionnaire statistics template, and use functions such as descriptive statistics of SPSS software to calculate the corresponding indicator scores, and output the situation statistics results of the reading situation questionnaire, that is, obtain the corresponding indicator scores, and count the proportion results of the factual surveys in the reading situation questionnaire; among them, the indicator scores are the scores of the reading level indicators (reading ability level indicators, reading skill level indicators, and reading knowledge level indicators) corresponding to the reading situation questionnaire.

[0105] S5-5. Based on the overall reading situation scores of the class, grade, and region and the proportion results of the factual surveys, that is, use correlation and related analysis, and difference analysis for data analysis to formulate the reading level influencing factor indicators.

[0106] The reading level measurement indicators include individual score calculation indicators, group score calculation indicators, and test paper analysis indicators; among them, the individual score calculation indicators include individual score, scoring rate, score range, strengths and weaknesses of the score, and advantages and disadvantages; the group score calculation indicators include average scoring rate, median scoring rate, differentiation degree, excellent rate, good rate, and failure rate; the test paper quality analysis indicators include scoring rates of low, medium, and high groups, difficulty, discrimination degree, and advantages and disadvantages.

[0107] The reading level influencing factor indicators include the basic factual situation of the students' reading corresponding to the reading situation questionnaire, reading strategies and methods, reading motivation and interest, reading self-efficacy, and reading happiness index.

[0108] S6. Evaluate the reading level influencing factor indicators and the reading level measurement indicators to obtain the evaluation results of the reading levels of primary and secondary school students.

[0109] Evaluating the influencing factor indicators and measurement indicators of reading level to obtain the evaluation results of primary and secondary school students' reading level, including:

[0110] S6-1. Mining and analyzing the influencing factors of the reading level and the measurement indicators of the reading level to obtain the corresponding analysis results of the influencing factors of the reading level and the analysis results of the measurement of the reading level. The corresponding process is as follows:

[0111] Analyze the measurement indicators of the reading level through the score composition of the reading level indicators (reading ability level indicators, reading skill level indicators, and reading knowledge level indicators) to obtain the strengths, weaknesses, advantages, and disadvantages of the reading levels of individual students and groups.

[0112] Based on the strengths, weaknesses, advantages, and disadvantages of the reading levels of individual students and groups, use the analysis method to analyze the influencing factors of the reading level and the measurement indicators of the reading level to obtain the analysis results of the influencing factors that cause the differences in the reading levels of individuals and groups, that is, obtain the analysis results of the influencing factors of the reading level and the analysis results of the measurement of the reading level.

[0113] S6-2. Based on the analysis results of the influencing factors of the reading level and the analysis results of the measurement of the reading level, screen the influencing factors of the reading level and the measurement indicators of the reading level to obtain the screened influencing factors of the reading level and the screened measurement indicators of the reading level; when screening, corresponding screening criteria or screening conditions need to be formulated according to the actual situation. The influencing factors of the reading level and the measurement indicators of the reading level that meet the screening criteria or screening conditions are retained; otherwise, they are excluded.

[0114] S6-3. Use the analysis method to analyze the screened influencing factors of the reading level and the screened measurement indicators of the reading level. Based on the association between the three-dimensional indicators in the reading level indicators, use the three-dimensional indicator association matrix model to diagnose the causes of students' reading level problems and obtain the corresponding influencing laws of the reading level and the measurement laws of the reading level.

[0115] S6-4. Evaluate the influencing laws of the reading level and the measurement laws of the reading level from the perspectives of item difficulty, item discrimination, and option analysis, and judge whether the influencing laws of the reading level and the measurement laws of the reading level meet the corresponding judgment criteria to obtain the evaluation results of the reading level of primary and secondary school students; among them, the judgment criteria are formulated according to the actual situation.

[0116] Among them, the analysis methods include the influencing factor analysis method, the association analysis method, and the clustering analysis method.

[0117] Such as Figure 4As shown in the figure, a reading level assessment system for primary and secondary school students includes a reading level collection module for primary and secondary school students, a three-dimensional index correlation matrix module, a reading paper compilation module, a reading paper collection module, a reading level influencing factor - measurement index acquisition module, and a reading level assessment module; among them:

[0118] The reading level collection module for primary and secondary school students is used to obtain the reading level elements, item characteristics, and item requirements of primary and secondary school students in a certain area, and determine the reading level assessment type.

[0119] The three-dimensional index correlation matrix module is used to construct a reading level index and a three-dimensional index correlation matrix model based on the reading level elements.

[0120] The reading paper compilation module is used to determine a reading situation questionnaire based on the reading level assessment type and reading level index; determine a reading test paper through the three-dimensional index correlation matrix model.

[0121] The reading paper collection module is used to collect the reading test data corresponding to the reading test paper and the questionnaire data corresponding to the reading situation questionnaire and perform preprocessing.

[0122] The reading level influencing factor - measurement index acquisition module is used to analyze the preprocessed reading test data and questionnaire data to obtain the reading level influencing factors and reading level measurement indicators.

[0123] The reading level assessment module is used to evaluate the reading level influencing factors and reading level measurement indicators to obtain the reading level assessment results of primary and secondary school students.

[0124] As Figure 5 shown in the figure, the reading level assessment system for primary and secondary school students further includes a data visualization module and a group reading level assessment module.

[0125] The data visualization module displays data such as reading level indicators, reading level influencing factors, reading level measurement indicators, and reading level assessment results of primary and secondary school students in a visual manner. For example, it outputs various data in the form of a PDF electronic report and sends it to the school side or the parent side, facilitating the observation of the reading situation of primary and secondary school students at any time and timely modification of the teaching plan.

[0126] The group reading level assessment module is used to sort out and analyze the reading level assessment results of primary and secondary school students, form the group characteristics of the reading level of school students, and continuously accumulate the sorting and analysis to form a norm for the reading level of regional students.

[0127] Six regions are selected for the reading level assessment of primary and secondary school students. The six regions are named Region, School 1, School 2, School 3, School 4, and School 5.

[0128] As shown in Table 2, the average score rates corresponding to the reading level indicators of each school.

[0129] Table 2

[0130]

[0131] The reading level of primary and secondary school students in each school was evaluated by the method of the present invention, and the corresponding median score rate is shown in Table 3.

[0132] Table 3

[0133]

[0134]

[0135] As shown in Tables 2 and 3, from the comparison of the average score rates of each dimension, the strengths and weaknesses of reading ability, reading skills, and reading knowledge in each school are not the same, and the teaching and research types of each school are also different. School 3 is of the ability-knowledge balance type, indicating that the teachers of this school not only focus on teaching students' reading knowledge, but also pay attention to the cultivation of ability and the inspiration of reading thinking in reading teaching; School 1, School 2, School 4, and School 5 are all ability-dominated, and teachers focus on the cultivation of students' reading ability and the inspiration of reading thinking in reading teaching. From the comparison of the participating schools, among the five participating schools, School 4 has the best performance in all dimensions of reading level, followed by School 1. Each school has different strengths and weaknesses, advantages and disadvantages in the indicators of "reading ability", "reading skills", and "reading knowledge", and needs to adjust its own teaching and research direction in combination with its own shortcomings and disadvantages.

[0136] In summary, the present invention obtains reading level indicators and a three-dimensional indicator correlation matrix based on reading level elements, project characteristics and project requirements, captures indicators related to the reading level of primary and secondary school students, and improves the authenticity and accuracy of reading level assessment results; accurately formulates reading situation questionnaires and reading test papers for primary and secondary school students, and analyzes reading test data and questionnaire data, which is conducive to each subject to interpret the individual or group reading level situation, and then assists the region, teacher or school to diagnose the reading level of students, understand the advantages and disadvantages of individual and group reading levels of students, predict the development trend of individual students in reading ability tendencies and the value-added performance of various groups of reading levels, and then give effective suggestions for improving individual students' reading levels, teachers' reading teaching level development, and school and regional reading education guidance. The system structure of the present invention is simple, and parents or schools can view the reading assessment results at any time through the visualization module, and adjust the learning reading plan in time, which is helpful to improve students' literacy and is beneficial to school teaching management.

[0137] The above are only specific embodiments of the present invention, but the protection scope of the present invention is not limited thereto. Any person skilled in the art within the technical scope disclosed by the present invention can easily think of changes or substitutions, which should all be covered within the protection scope of the present invention. Therefore, the protection scope of the present invention should be subject to the protection scope of the claims.

Claims

1. A method for evaluating the reading level of primary and secondary school students, characterized in that: include: S1. Obtain the reading level elements, project characteristics and project needs of primary and secondary school students in a certain area, and determine the type of reading level assessment; S2. Based on the reading level factors, construct a reading level index and a three-dimensional index correlation matrix model; wherein the reading level index includes a reading ability level index, a reading skill level index and a reading knowledge level index; S3. Determine the reading situation questionnaire based on the reading level assessment type and reading level indicators; determine the reading test volume through the three-dimensional indicator correlation matrix model; S4, collecting reading test data corresponding to the reading test paper and questionnaire data corresponding to the reading situation questionnaire and performing preprocessing; S5, analyzing the pre-processed reading test data and questionnaire data to obtain reading level influencing factor indicators and reading level measurement indicators; S6. Evaluate the reading level influencing factor indicators and reading level measurement indicators to obtain the reading level assessment results of primary and secondary school students.

2. A method for evaluating the reading level of primary and secondary school students according to claim 1, characterized in that: The project characteristics include school, grade, semester, class, and student information in the region; The types of reading level assessments include regional overall reading level assessment, school reading level assessment, reading level assessment for students in a certain grade, class reading level assessment, and individual reading level assessment.

3. A method for evaluating the reading level of primary and secondary school students according to claim 1, characterized in that: The reading ability index includes vocabulary analysis ability index, language comprehension ability index, logical analysis ability index, and interpersonal understanding ability index; The reading skill indicators include comprehension skill indicators, information extraction skill indicators, comprehensive summary skill indicators, inference skill indicators, application skill indicators, analysis skill indicators, and appreciation skill indicators; The reading knowledge index includes a word knowledge index, a sentence knowledge index, a paragraph knowledge index, and an article knowledge index.

4. A method for evaluating the reading level of primary and secondary school students according to claim 1, characterized in that: The construction of a reading level index and a three-dimensional index correlation matrix model based on reading level elements includes: S2-1, using factor analysis to analyze the reading level factors, and obtaining an initial reading ability level index, an initial reading skill level index, and an initial reading knowledge level index; S2-2, based on the theory of multiple intelligences, classify and define the initial reading ability level indicators to obtain the reading ability level indicators; S2-3, based on the cognitive theory of educational goal classification, classify and define the initial reading skill level indicator to obtain the reading skill level indicator; S2-4, based on the linguistic basis and the project characteristics, classify and define the initial reading knowledge level indicator to obtain the reading knowledge level indicator; S2-5, based on the reading ability level indicator, the reading skill level indicator and the reading knowledge level indicator, obtaining the correlation between the reading ability level indicator, the reading skill level indicator and the reading knowledge level indicator, and constructing a corresponding reading level indicator system; S2-6. Based on the correlation and the reading level indicator system, a three-dimensional indicator association matrix model is constructed.

5. A method for evaluating the reading level of primary and secondary school students according to claim 1, characterized in that: Determining a reading situation questionnaire based on the reading level assessment type and reading level indicators; The reading test volume is determined through a three-dimensional indicator correlation matrix model, including: S3-1. Based on the project characteristics, set initial reading situation questions corresponding to the reading level indicator; S3-2, randomly selecting primary and secondary school students to conduct a test on the initial reading situation questions to obtain corresponding test data; S3-3, calculating the reliability and validity corresponding to the test data; S3-4, processing the test data by item clustering and factor analysis respectively to obtain corresponding item clustering results and factor analysis results; S3-5, based on the reliability and validity, the item clustering results and the factor analysis results, adjusting and modifying the initial reading situation questions, retaining the initial reading situation questions with reliability and validity higher than the first threshold, item clustering results higher than the second threshold and factor analysis results higher than the factor score threshold, and re-compiling the questions to obtain the reading situation questionnaire; S3-6. Based on the project requirements and the type of reading level assessment, select and determine the reading level indicators corresponding to the project characteristics; S3-7, obtaining the three-dimensional indicator association matrix corresponding to the reading level indicator in S3-6 through the three-dimensional indicator association matrix model, that is, obtaining the relationship between the project characteristics and the reading level indicator; S3-8. Based on the three-dimensional indicator association matrix, determine the examination weight of the reading level indicator in S3-6, the cognitive level of the students corresponding to their age, the reading requirements for students in the national curriculum standards for compulsory education, and the nature of the test; S3-9, formulating a corresponding multi-dimensional question list based on the reading level assessment type, the assessment weight, the cognitive level of the student at the corresponding age, the reading requirements for students in the national curriculum standards for the compulsory education stage, and the nature of the test; S3-10. Based on the multi-dimensional question detail table, set the reading test paper.

6. A method for evaluating the reading level of primary and secondary school students according to claim 1, characterized in that: The pre-processed reading test data and questionnaire data are analyzed to obtain reading level influencing factor indicators and reading level measurement indicators, including: S5-1, drawing a reading test score entry table corresponding to the pre-processed reading test data; S5-2, according to the reading ability level indicator, the reading skill level indicator and the reading knowledge level indicator, the reading level test paper is analyzed to obtain a corresponding three-dimensional analysis bidirectional detailed table; S5-3, inputting the reading test score entry table and the three-dimensional analysis bidirectional details into a statistical operation module to obtain the reading level measurement index; S5-4, inputting the questionnaire data into a questionnaire statistical template, outputting the corresponding indicator score, and calculating the percentage of factual investigation in the reading situation questionnaire; S5-5. Based on the overall reading performance of the class, grade and region and the percentage results of the fact survey, formulate the indicators of factors affecting reading level.

7. A method for evaluating the reading level of primary and secondary school students according to claim 1, characterized in that: The reading level measurement indicators include individual performance calculation indicators, group performance calculation indicators and test paper analysis indicators; wherein the individual performance calculation indicators include individual performance scores, score rates, score ranges, performance strengths and weaknesses, and strengths and weaknesses; the group performance calculation indicators include average score rate, median score rate, differentiation, excellent rate, good rate, and failure rate; the test paper quality analysis indicators include low, medium, and high group score rates, difficulty, differentiation, and strengths and weaknesses; The reading level influencing factor indicators include the students' basic reading facts, reading strategies and methods, reading motivation and interest, reading self-efficacy, and reading happiness index corresponding to the reading situation questionnaire.

8. A method for evaluating the reading level of primary and secondary school students according to claim 1, characterized in that: The reading level influencing factor indicators and reading level measurement indicators are evaluated to obtain the reading level evaluation results of primary and secondary school students, including: S6-1, mining and analyzing the reading level influencing factors and the reading level measurement indicators to obtain corresponding reading level influence analysis results and reading level measurement analysis results; S6-2, based on the reading level influence analysis result and the reading level measurement analysis result, the reading level influence factors and the reading level measurement indicators are screened to obtain screened reading level influence factors and screened reading level measurement indicators; S6-3, using an analysis method to analyze the screened reading level influencing factors and the screened reading level measurement indicators to obtain corresponding reading level influencing rules and reading level measurement rules; wherein the analysis method includes an influencing factor analysis method, a correlation analysis method, and a cluster analysis method; S6-4. Evaluate the reading level influencing rules and the reading level measurement rules from the perspectives of item difficulty, item discrimination, and option analysis to obtain the reading level evaluation results of the primary and secondary school students.

9. A reading level assessment system for primary and secondary school students, used in a reading level assessment method for primary and secondary school students as claimed in any one of claims 1 to 8, characterized in that: It includes the module for collecting reading levels of primary and secondary school students, the module for the three-dimensional index correlation matrix, the module for compiling reading volumes, the module for collecting reading volumes, the module for obtaining reading level influencing factors and measurement indexes, and the module for evaluating reading levels; among which: The module for collecting reading levels of primary and secondary school students is used to obtain the reading level elements, project characteristics and project needs of primary and secondary school students in a certain area, and determine the type of reading level assessment; The three-dimensional indicator correlation matrix module is used to construct a reading level indicator and a three-dimensional indicator correlation matrix model based on reading level factors; The reading test preparation module is used to determine the reading situation questionnaire based on the reading level assessment type and reading level indicators; and to determine the reading test volume through the three-dimensional indicator correlation matrix model; The reading volume collection module is used to collect the reading test data corresponding to the reading test volume and the questionnaire data corresponding to the reading situation questionnaire and perform preprocessing; The reading level influencing factors-measurement index acquisition module is used to analyze the pre-processed reading test data and questionnaire data to obtain reading level influencing factors and reading level measurement indicators; The reading level assessment module is used to assess the factors affecting reading level and the reading level measurement indicators to obtain the reading level assessment results of primary and secondary school students.

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