{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-2DCWTCVB/c78ffc97-25ca-4539-b059-8a99526d46ac/PDF","dcterms:extent":"1383 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-2DCWTCVB/07f652cb-187e-4082-abf5-6e4f76fe9dd7/TEXT","dcterms:extent":"54 KB"}],"edm:TimeSpan":{"@rdf:about":"1992-2025","edm:begin":{"@xml:lang":"en","#text":"1992"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-2DCWTCVB","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-DJTGDZOW"},{"@xml:lang":"sl","#text":"Psihološka obzorja (Ljubljana)"}],"dcterms:issued":"2020","dc:creator":["Cankar, Gašper","Žerovnik, Janez"],"dc:format":[{"@xml:lang":"sl","#text":"številka:letn. 29"},{"@xml:lang":"sl","#text":"str. 158-169"}],"dc:identifier":["DOI:10.20419/2020.29.523","ISSN:2350-5141","COBISSID_HOST:39004675","URN:URN:NBN:SI:doc-2DCWTCVB"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Društvo psihologov Slovenije"},"dc:subject":[{"@xml:lang":"sl","#text":"general matura"},{"@xml:lang":"sl","#text":"item response theory"},{"@xml:lang":"sl","#text":"knowledge tests"},{"@xml:lang":"sl","#text":"level equivalence"},{"@xml:lang":"sl","#text":"matematika"},{"@xml:lang":"sl","#text":"mathematics"},{"@xml:lang":"sl","#text":"matura"},{"@xml:lang":"sl","#text":"matura exam"},{"@xml:lang":"sl","#text":"primerljivost dveh ravni"},{"@xml:lang":"sl","#text":"splošna matura"},{"@xml:lang":"sl","#text":"teorija odgovora na postavko"},{"@xml:lang":"sl","#text":"testi znanja"}],"dcterms:temporal":{"@rdf:resource":"1992-2025"},"dc:title":{"@xml:lang":"sl","#text":"Primerljivost dosežkov na osnovni in višji ravni izpita iz matematike na splošni maturi| Comparability of achievement at basic and higher level of mathematics at general matura|"},"dc:description":[{"@xml:lang":"sl","#text":"Mathematics examination on general matura is widely established in Slovenia as it represents one of compulsory exams. Since 1995 every gymnasium student must take it either at basic or higher level of difficulty. On the basic level a student can achieve grade points 1-5 while at higher level grade points go from 1 to 8. Both National examinations centre and subject experts committee constantly implement different instruments to assure equivalent point grades for equivalent knowledge on both exams. There is, however, always a possibility for improvements in current procedures towards higher objectivity and fairness. We compared current methods for setting grade boundaries (based on Classical Test Theory) to results and insights gained from Item Response Theory. They suggest new post-hoc procedures that may be implemented in a critical time period when grade boundaries are being defined. New procedures may improve both fairness and equivalence of grade points that students achieve on basic and higher level of examinations in mathematics"},{"@xml:lang":"sl","#text":"Izpit iz matematike na splošni maturi je v Sloveniji zelo dobro poznan, saj ga kot obvezen del splošne mature vsak gimnazijec opravlja bodisi na osnovni bodisi na višji ravni zahtevnosti že od leta 1995. V točkovnih ocenah je lahko kandidat na osnovni ravni ocenjen z ocenami od 1 do 5, na višji ravni do 8. Državni izpitni center in predmetna komisija z različnimi mehanizmi zagotavljajo, da oba izpita primerljivo znanje izmerita z enakimi ocenami, kar je nujno za zagotavljanje veljavnosti in objektivnosti državnega maturitetnega izpita. Seveda pa vedno obstaja prostor za znanstveno raziskovalne analize in izboljševanje obstoječih pristopov. Skozi primerjavo sedanjega pristopa k postavljanju mej med ocenami in analiz, ki temeljijo na Raschevem modelu teorije odgovora na postavko, sva raziskala načine, ki bi omogočali s post-hoc analizami v časovno kritičnem obdobju postavljanja mej med ocenami dosegati še bolj pravično in bolj primerljivo ocenjevanje znanja matematike na splošni maturi"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-2DCWTCVB","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-2DCWTCVB"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-2DCWTCVB/c78ffc97-25ca-4539-b059-8a99526d46ac/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Društvo psihologov Slovenije"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-2DCWTCVB/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-2DCWTCVB"}}}}