Cognitive Diagnosis Assessment On Fractional Multiplication And Its Personalized Learning Paths Of Sixth Grade Students

With the development of economy and society and the popularization of education,educators not only pay attention to the test scores of students after received education,but also pay attention to the cognitive structure of students and the progress of how they study further.The thesis,which is based on cognitive diagnosis theory,studied six grade's fractional multiplication learning diagnosis and characterize personalized learning path.From the microcosmic point of view,we can analyze six grade students' mastery of the knowledge and skills of fractional multiplication and how to use the results of diagnostic analysis to characterize the learning path further.The thesis includes three specific studies:(1)In the prediction volume,from the perspective of RMSEA and s-c2 indicators,differentiation degree(IDI)and project information index(CDI),14 items are to be deleted after integrating the fitting range of each indicator.There are still 30 questions left after deleting the non-fitting items through the multiplication of final scores.(2)Formal volume,RMSEA and S-c2 on indicators,each project is in its scope of fitting;In terms of IDI,the results showed that 93.33% of the test items were above good level.For CDI,the overall level was 1.34,and the overall cognitive diagnostic information index was very high.Regarding DIF,all items are fair in terms of gender(p > 0.05).The results of functional difference analysis of each project in the source land showed that there were functional differences in the five projects Z5,Z6,Z23,Z27 and Z30 in the source land(p < 0.05).(3)In reliability,the Alpha reliability based on CTT is 0.904,and the sub-half reliability is 0.866.The reliability information based on IRT is 8.919;The average attribute classification consistency based on CD was 0.923,and the overall classification consistency was 0.732.The average classification accuracy of each attribute was 0.939,and the overall classification accuracy was 0.759,both of which were at a relatively high level of reliability.(4)In the validity,each expert and the mathematics teacher has given the highcontent validity test;Q matrix sufficiency(regression of Q matrix and attribute difficulty)has an R2 of 0.643.The explanatory power R2 of the regression analysis of attribute mastery probability and test score was 0.938.Attribute hierarchy(HCI),with a value of 0.543,validates the structural validity of the test from these three perspectives.In terms of calibration correlation validity,the correlation analysis between the total score of formal test and students' final and mid-term scores is 0.697 and 0.689 respectively.The correlation analysis between students' ability and final score and mid-term score was 0.672 and 0.682,and the correlation was significant at the level of 0.01.(5)The overall ability of students is between [-2.583,1.646],the overall average ability value is 0.000,and the standard deviation is 0.925.There were statistically significant differences in the estimated value of student ability between gender,urban and rural boys and girls,and urban boys and girls(p < 0.05).(6): A study of six grade's fractional multiplication Learning path on the basis of cognitive diagnosis.On the basis of the second study,and used Tasuoka's learning path characterization principle to make analysis,the learning path map of six grade's fractional multiplication content was depicted.The design of learning path is helpful to achieve the goal of teaching according to one's aptitude and learning according to one's aptitude.