Application Of Cognitive Diagnosis Theory In Reading Ability Assessment Of Primary School Grade Five

Cognitive diagnosis theory is a new measurement theory,which describes the characteristics of the knowledge structure inside the subjects,and can establish the relationship between the observation score and the knowledge structure inside the subjects,so as to effectively realize the individualized diagnosis of the subjects.Based on the theory of cognitive diagnosis,this paper takes the fifth grade pupils of primary school as the research object,and takes their reading ability as the evaluation target,and makes a diagnosis and evaluation of their reading ability.Reading ability,as a basic ability of an individual,plays a key role in the process of acquiring and processing various kinds of information.The evaluation of reading ability has always been the focus of attention.Some large-scale international evaluation projects have also included reading as an important test content.China has also attached great importance to the teaching and development of reading ability.Therefore,in order to better promote students' reading ability,it is very important to do a good job in the evaluation of reading ability.At present,due to the lack of specific reading ability measurement tools and the lack of evaluation research on reading ability,this study applies cognitive diagnosis theory throughout the study.Firstly,by combing and analyzing the literature,six cognitive attributes of primary school fifth grade students' reading ability are determined by literature analysis and questionnaire survey,namely word decoding,sentence use,information extraction,content analysis,general idea,appreciation and evaluation.Secondly,based on the six cognitive attributes defined and the criteria for compiling the Cognitive Diagnostic test,three sets of predictive tests are compiled.Through the implementation of the prediction and the analysis of the test results,the formal test is further determined,and the quality of the formal test is analyzed to ensure the quality of the test.Thirdly,through the model fitting test,the project fitting indexes under five models,DINA,rRUM,ACDM,LCDM and GDINA,are calculated and compared,and the LCDM model with the best fitting degree is finally determined.Finally,the LCDM model is used to re-analyze the test quality to ensure the reliability and validity of the test.Meanwhile,the LCDM model was used to diagnose and evaluate the reading ability of 617 fifth-grade students in three schools.The results show that(1)the fifth grade students in the primary school perform better in the four attributes of “word decoding”,“content analysis”,“generalization of meaning” and “appreciation evaluation”,and the performance is generally expressed in the “information extraction” attribute.The use of "attribute performance is poor.(2)although some of the subjects scored the same in the reading test,but they have different key cognitive attributes.(3)There are differences in the mastery of the test attribute and the probability of property mastery in the three schools of A,B and C.