教育测最作为一门科学,兴起于本世纪初。教育测量不同于长度、质量等测量;后者是直接测量,有绝对零点,测量时只要单位统一就行了;而前者是间接测量,通过学生对试卷的解答而评出卷面分数,估计出学生对该门知识的掌握情况。教育测量没有绝对零点,正象测量“高度”一样,既要单位统一,还要有统一的参考平面。鉴于考试本身就是一种间接测量,受多种因素的干扰,存在一定程度的误差,尤其是传统考试,确是存在一些不很科学的方面。 Education testing, as a science, emerged at the beginning of this century. Educational measurement is different from length and quality measurement; the latter is direct measurement, there is absolute zero point, as long as the unit is unified on the measurement; while the former is indirect measurement, through the student’s answer to the paper and evaluate the roll score, to estimate the student Knowledge of the door. There is no absolute zero in educational measurement. Just like measuring “height”, it is necessary to unit the unit and also have a uniform reference plane. In view of the fact that the examination itself is an indirect measure, it is subject to a certain degree of error due to the interference of many factors, especially the traditional examinations. There are indeed some unscientific aspects.