Research On Evaluation Of The Elementary Students’ Mathematical Ability Based On The Theory Of Cognitive Diagnosis

Mathematics is an important subject of compulsory education in China. The first-year students are at the stage of the transition from kindergarten to primary school, whose behavior, cognitive styles and emotional levels have a certain degree of particularity. During this critical period, it is essential for those students to be given a targeted evaluation. By only giving a vague score, the traditional tests can not satisfy the requirement from society. The rise of cognitive diagnoses tests provides a new perspective for the evaluation. It helps us learn more about the individualists’ cognitive process and characteristics on a certain knowledge field, which the traditional tests can not be achieved.In order to achieve the purpose of the test of students’ mathematical ability, combined with the actual situation of the first-line teaching, the study use self-compiled math test to evaluate the students’ mathematical ability. Unlike the traditional test, starting from a more specific level, this study aims to evaluate the students’ structure of knowledge and their mathematical abilities. Besides that, it also diagnoses which mathematical ability the students need to improve by giving some recommendations. After the analysis of the students’ knowledge structure and their mathematical abilities by using the DINA model, we made these conclusions:1、Seeing from the understanding of the knowledge points, the students all get a high score in the field of the awareness of the number, the comparison of figures and the operations of the number and a low score in the area of geometry practice and the application, in which the students showed significant differences.2、Combined the mathematical ability and the knowledge points, we found that the operational ability and the symbol-use ability is the most well developed, followed by the other abilities.3、Besides the ability of number sence, there is no significant differences between male students and female students in the development of the mathematical abilities.4、Students in the same level of the academic achievement and different level of the academic achievement are unevenly developed on mathematical abilities. The students have the same scores, but it does not mean they have the same master mode, at the same time, the students have the same master mode does not mean they can get a same score.5、According to the DINA model, we got31species of master mode of mathematical ability. Through the students’master mode of the mathematical ability, we can know in which part of the ability each student should improve. Also, we can find those related knowledge parts the students should consolidate because of the lack of some capacities.