Development And Application Of Cognitive Diagnostic Tests For Eighth Grade Mathematics

With the further development of Essential-Quality-Oriented(EQO),people hope to have a more detailed understanding of students'knowledge structure.It will be not enough to only report the information of students'test scores.Cognitive diagnosis analysis students'knowledge and skills in solving questions in the cognitive psychological way,and put it into psychological measurement models.Through diagnosis and evaluation,we can get the information of students'advantages and disadvantages.It provides guidance for teachers'teaching and students'autonomic learning.This research followed the basic procedures and principles of cognitive diagnostic tests,and try to develop a series of applied mathematical cognitive diagnostic tests based on G-DINA model.The content of cognitive diagnostic test is the eighth grade mathematics of People's Education Edition(Volume 1).The results show that:(1)By reviewing the literature and discussing with the subject experts,we determined the cognitive attributes of each chapter test.Cognitive attributes can explain the R~2 value of item difficulty are between[0.639,0.840].Attribute mastery probability can explain the R~2value of total score of test are between[0.893,0.946].The HCI value of attribute hierarchical consistency index are between[0.47,0.57].Results show that our previously defined cognitive attributes have good completeness and rationality.(2)All the test items passed the item quality analysis and screening:RMSEA<0.08?Disc>0.2.(3)Based on the CTT framework,the Crobach's alpha coefficient of tests are between[0.783,0.861],and the split-half coefficient are between[0.646,0.823].Based on the CD framework,the consistency reliability of each attribute of the test are between[0.782,0.993].The results show that the cognitive diagnostic tests have a good reliability.(4)Taking mid-term and final grades as the calibration criteria,based on the CTT framework,the correlation coefficient between the total score of the test and the calibration criteria are between[0.736,0.825],which was significant(p<0.01).Based on the CD framework,the correlation coefficients between the average probability of attributes mastery and the calibration are between[0.691,0.759],which were significant(p<0.01).The results show that the cognitive diagnostic tests have a good validity.(5)Overall,the subjects'mastery of the attributes of the cognitive diagnostic tests in each chapter is not very ideal.The highest probability of attributes mastery is 0.84,and the lowest is 0.35.The percentages of people who master the mode of all attributes are 31.5%,28.3%,4.7%,46.4%and 14%.For the subjects with other attributes mastery model,they need corresponding cognitive attributes remedial teaching.(6)The comparison between traditional diagnosis and cognitive diagnosis shows that,taking the cognitive diagnosis test in chapter 11(triangle)as an example,the total scores of ID37 and ID174 are both 15,but the attribute mastery model of ID37 is111111101 and the attribute mastery model of ID174 is 111100101.Therefore,for ID37,we should strengthen the teaching of attribute T1,while for ID174,we should strengthen the teaching of attribute A5,A6 and T1.In summary,through the analysis of classical measurement theory and cognitive diagnosis theory.We can find that the cognitive diagnostic test of the eighth grade mathematics series developed by this research has good measurement indexes.It meets the requirements of metrology and can be applied in practice.At the same time,it can also be found from the empirical study that compared with the traditional test,the cognitive diagnostic test of the eighth grade mathematics series developed in this paper can provide more detailed information about the advantages and disadvantages of knowledge structure and promote the development of quality education.