让学生通过学习解决现实生活中的问题已经成为越来越多国家在教育改革中持续关注的目标，而能够有效考查学生问题解决能力的情境化试题也因此成为当今国内外教育评价改革中重点关注的题型。目前我国中学生物学情境化试题质量参差不齐，关于情境化试题评估的系统性研究较少。为了初步探索并解决这一问题，本研究开发了中学生物学情境化主观试题评价指标体系并确定了各指标的权重，以期为情境化试题的评估提供参考。

本研究首先基于已有文献资料，梳理关于试题评估、试题情境等相关研究的进展，归纳不同研究中提出的评估试题及情境的要点，初步确定了评价指标体系的一、二级指标并依据文献资料及实践经验将各二级指标进一步划分为不同水平。中学生物学情境化主观试题评价指标体系包含4个一级指标和12个二级指标。一级指标分别为：考查目标及内容、情境素材、设问及评分参考、试题规范。二级指标分别为：课程内容考查情况、学科核心素养考查情况、科学准确、育人导向、适切性、公平性、设问与考查目标的一致性、设问的导向性、设问的创新性、设问的逻辑性、设问与情境的关联度、评分参考的科学合理性。将本研究初步拟定的评价指标体系与生物教育评价领域的专家进行多轮讨论与修订直至达成共识，完成中学生物学情境化主观试题评价指标体系的初步开发。

随后本研究将所开发的评价指标体系以问卷的形式发放给具有丰富命题及审题经验的一线教师和教研员征询意见，根据调查对象提出的建议，对评价指标体系进行完善和修订，并将相应问题搜集整理汇总至评价指标体系的说明中。接着，本研究采用层次分析法，邀请命题及审题经验丰富的一线教师和教研员对各一、二级指标逐一进行比较，评估其重要性，从而得到各指标的权重。

最后，为了检验评价指标体系的信度，本研究邀请4位具有丰富试题评估经验的评分者依据所开发的情境化主观试题评价指标体系评估不同类型及水平的中学生物学情境化主观试题，评分者一致性（Kendall’s W系数）为 0.962，渐进显著性（Asymp.Sig）为 0.000<0.05。由此得出评分者一致性比较高，因此本研究认为情境化主观试题评价指标体系可以应用于评价中学生物学情境化主观试题。

Students’ solving problems in real world through learning has gained continuous attention in educational reform worldwide. The situational test items, which can effectively test students' problem-solving ability, have also received widespread attention and become a key question type in today's educational assessment reforms at home and abroad. At present, the quality of biology situational test items in secondary schools in China is uneven, and there are few systematic studies on the quality assessment of situational items. In order to explore and solve the problem, this study developed the criteria for high quality situational subjective test item in secondary school biology, and determined the weight of each index, in order to provide reference for the evaluation of situational test items.

Firstly, based on the extant literature, this study sorted out the relevant research progress on the evaluation of test item and situation, preliminarily determined the first-level and second-level indicators of the criteria, and further divided the secondary indicators into different levels according to the literature and practical experience. The criteria of situational subjective test item in secondary school biology includes 4 primary indexes and 12 secondary indexes. The four first-level indicators are: examination objectives and contents, situational materials, question setting and scoring reference, and test specification. The 12 second-level indicators are: examination of course content, examination of key competencies, scientific and accurate, education orientation, appropriateness, fairness, consistency between tests and examination objectives, orientation of tests, innovation of tests, logic of tests, correlation between test and situation, and scientific rationality of answer and standards. The preliminary criteria have been discussed and revised with experts for several rounds until a consensus is reached.

Then, the developed criteria were distributed in the form of questionnaire to experienced teachers. According to their suggestions, the criteria were revised and their suggestions were collected into the interpretation of the criteria. After that, this study used analytic hierarchy process method to invite experienced teachers to evaluate the importance of first-level and second-level indicators, and finally obtains the weights of primary and secondary indicators. 

Finally, to test the reliability of the criteria, this study invited four raters with rich test evaluation experience to evaluate different types and levels of situational subjective items in secondary school biology. The rater consistency (Kendall's w coefficient) is 0.962, and the progressive significance (Asymp.Sig) is 0.000 < 0.05. It is concluded that the rater consistency is relatively high. Therefore, this study concludes that the criteria for high quality situational subjective test item can be applied to evaluate the situational subjective test items in secondary school biology.