| With the development of educational measurement theory, especially cognitive diagnosis theory. It is much more possible to understand the microscopic state of the learner by cognitive tests. Diagnosis of cognitive tests to evaluate students can reveal deeper information than single score. There were CDM application study about elementary mathematics and Chinese. However, it is short of application study about Science, especially biology subject.In this paper, we designed cognitive tests focus ing on Mendel’s laws, which based on cognitive diagnosis theory. More than 1400 sophomore students from high school in Shanghai, Zhejiang, were asked to participate in tests. All of the response data are recorded to analysis students’s grasp situation by DINA model.The results show:(1) The Main knowledge Structure of Mendel’s laws in high school biology can approximately abstracted to a tree branch structure composed of seven attributes.(2) Most students can be classified into 31 kinds of master patterns depending on their mastery of knowledge. There are distinct differences in the distribution of the proportion of students’ master patterns in each school.(3)The probability of students’ acquiring knowledge on various attributes are different in each school. A number of factors, such as different teaching key points, different curriculum standards, different textbooks, etc, may affect students’ mastery of different cognitive attributes.(4) Master patterns are able to reflect students’ knowledge situation more entirely than single score. Students with same scores don’t always have the same master pattern. Students with different points or different response patterns may have same mastery patterns. (5) It is applicability for CDM based DINA model in biology knowledge structure measurement.This study introduced modern measurement technique into measurement & evaluation of biology subject, and it provided a new thinking about riching evaluation for high school teachers. |
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