The Editing Of A Cognitive Diagnosis Test Of Children’s Number Sense Base On Multidimensional Item Response Theory

Cognitive diagnosis is a critical area of present psychometrics. Cognitive diagnosis not only can evaluate objects’ ability objective, but also can distinguish objects’ cognitive attributes style, in order to explore and diagnose the style of object’s abilities (or attitudes) in a microcosmic level. It conclude theory research and practice research. For example, building and improving the cognitive diagnosis model, developing and comparing in evaluation of parameters are theory research, the formation of cognitive diagnosis tests, testing, and analysis of the results are practice research. The U.S. government adopted the act "No Child Left Behind Act of2001"(NCLB or Public Law107-110) in2001, stipulated that all the present formal tests must to give objects and theirs teachers and parents diagnosis reports after the tests. In our country, there is a very high frequency of testing, in education and employ areas. The amount of tests and objects is very huge and soar year by year. The improving of cognitive diagnosis is very important.Generally speaking, number sense is a concept what is easy to understand but hard to define. The development of children’s number sense would make a deep and far effect to children’s later study in math and mathematic practice in daily time. Explore mechanism of children’s number sense and influence factors have great meaning. Editing a precise number sense test can offer an effective instrument for number sense research.The target of this research is editing a cognitive diagnosis test of children’s number sense. According to the particularity of number sense,3PL-Logistic MIRT model is selected as the cognitive diagnosis model. This work includes items editing, items selecting, testing with objects, data analyzing, parameters evaluating and conclusions.At the stage of items editing and items selecting, follow the theory of cognitive diagnosis, we edit and select50items within different ideal response pattern to form this test.At the stage of testing, in total356pupils at Grade3and Grade4of No.9and No.10primary school of Xixia district, Yinchuan Ningxia province are selected as objects..At the parameters evaluating stage, we use Revolution R Enterprise and Winbugs to do MCMC evaluate of item and object parameters. We use Unidimensional and Multidimensional3PL-IRT model to evaluate parameters respectively. We also measure parameter recovery accuracy of using R and Winbugs to realize MCMC method with MIRT model. At last, we use the result of parameters evaluating of MIRT model to realize cognitive diagnosis and use the result of cognitive diagnosis to describe the developmental level and differences of mid-grade primary school students.In one hand, this research attempt to use cognitive diagnosis test in a new area (number sense), find the suitable model and method, in the other hand, it attempt to make a more precise, reliable cognitive diagnosis test for testing of children’s number sense.