Evaluation of the final exam quality in a botany course: analysis and reflections on teaching methods
“植物学”试卷分析与教学思考

摘要

本研究为评估喀什大学现代农学院2024年植物学课程期末考试试卷的难度、区分度和信度，以获取教学反馈并为课程改进提供依据。通过对100份学生答卷进行统计分析，计算各题型的得分情况、难度系数（P值）、区分度（D值）和信度（Cronbach's Alpha），并采用逐步回归法探讨各题型得分对总成绩的影响。结果显示，试卷成绩呈正态分布，最高分93分，最低分45分，平均分74.6分，及格率为96%。试卷总体难度系数为0.73，区分度为2.29，信度系数为0.61，表明试卷难度适中、区分度良好、信度较高。回归分析结果显示，简答题和填空题对总成绩的影响较大（回归系数分别为1.06和1.01），选择题贡献相对较低（回归系数为0.97），提示不同题型对总成绩的贡献存在差异。总体而言，该试卷能有效衡量学生对植物学知识的掌握，但客观题区分度略显不足，建议在今后的教学中加强高阶思维能力的培养。基于本次分析，提出应进一步丰富实践教学内容、优化题型设计，以全面提升教学质量，并为后续考试命题提供参考依据。

Abstract

This study aims to evaluate the difficulty, discrimination, and reliability of the final examination paper for the 2024 Botany course at the School of Modern Agriculture, Kashi University. A statistical analysis was conducted on 100 student answer sheets to calculate the score distribution of each question type, as well as the difficulty index (P value), discrimination index (D value), and reliability coefficient (Cronbach's Alpha). Stepwise regression analysis was further employed to examine the contribution of different question types to the overall test score. The results indicated that the score distribution followed a normal curve, with a highest score of 93, a lowest of 45, and an average of 74.6. The pass rate was 96%. The overall difficulty index was 0.73, the discrimination index was 2.29, and the reliability coefficient was 0.61, suggesting that the exam was of moderate difficulty, had good discriminatory power, and acceptable reliability. Regression analysis revealed that short-answer and fill-in-the-blank questions had the greatest influence on total scores (regression coefficients of 1.06 and 1.01, respectively), while multiple-choice questions had the least impact (coefficient of 0.97), indicating varying contributions of question types to students’ final performance. Overall, the examination effectively assessed students’ grasp of botany knowledge. However, the lower discrimination power of objective items suggests a need to strengthen the cultivation of higher-order thinking skills in future instruction. Based on these findings, it is recommended to enrich practical teaching components and refine question design, in order to enhance teaching effectiveness and provide a reference for future exam development.