The Development Of Adaptive And Diagnositic Testing System

Educational evaluation advocates the diversification of evaluation methods and the diversification of evaluation subjects,especially in the Education Information Age.How to adapt to the trend and requirements of educational technology's innovation and application,to evaluate the learning effects and ability of students more comprehensively,accurately and efficiently,so that to realize the personalized and adaptive learning needs,give full play to the test for the improvement of teaching-learning feedback,is currently an important issue to study.However,the traditional examination evaluation focuses on the identification and selection of students,and provides same test to all the test-takers,which fails to achieve the correct evaluation,diagnosis and re-instruction function through the examination.At the same time,the computer adaptive test can tailor every student an adequate question according to their ability level,so the evaluation can be more accurate.Meanwhile,cognitive diagnostic tests not only provide the test scores of the subjects,but also provide detailed knowledge and ability situation,to achieve the purpose of diagnosis and guidance for students,and their advantages are becoming increasingly prominent.Therefore,in order to meet the demand of the change of educational measurement,this paper takes the Maths of Grade three students which in the transitional stage of lower grade and higher grade as an example.It integrates the methods of literature research,survey research,mathematical model and case study to design and develop an adaptive and diagnostic testing system for students to choose,and to assess its effects through the actual application.The main works of this paper are as follows:1.Theoretical research.On the basis of reading and analyzing the related literature,this paper analyzes and combs the theory of item response and cognitive diagnosis,clarifies the principles of computer adaptive test and cognitive diagnosis test,and regards it as the basis of the design and development of the system.At the same time,completes the analysis and classification of the mathematics content system for grade three in primary school,which is the most important certificate and cornerstone of the development of the test item bank.2.Complete the functional design of the system.Firstly,for the adaptive test part,test student's mathematics learning level based on the item response theory and definite the difficulty of items and the level of the ability to be tested.At present,there are many methods on the definition of the mathematical items difficulty,but mostly for the college entrance examination.This study attempts to explore a suitable definition and calculation method of difficulty for primary mathematics items,while taking the content-balanced maximum information to control the exposure of the selected items,so that to complete the measurement more efficiently and accuratly.Secondly,for the diagnostic test part,based on the cognitive diagnosis theory to develop the whole process of the diagnostic test,namely,to determine of the diagnostic objectives and involved cognitive properties,to prepare the item bank,to determine scoring rules,prediction test,formal test,analysis of test results and generate diagnostic reports,in order to diagnose the specific knowledge and cognitive structure and cognitive ability for students.3.Complete the system development.After the design of the each module of the system,using ASP,IIS and Access database technology to complete the system development,so that to realize the most user-friendly,simple and convenient form of system functions.4.Application and analysis.After the completion of the system,some samples were selected to test the performance and function of the system to detect whether the function was realized,so as to further improve and perfect the system.The results show that the ability of students can be measured more quickly and accurately in the adaptive test part.In the part of the diagnostic test,the students' learning situation can be showed more detailed and precise,including the knowledge structure,the ability to grasp the situation,as well as the property control mode.At the same time,the results proved that students with the same or similar test scores are not necessarily the same in their math ability attribute mastery pattern.Likewise,students with the same math ability attribute mastery are not necessarily the same their scores.Therefore,parents and teachers can not only evaluate students by scores,but should proceed from the individual students in many ways,such as their knowledge structure,the development of mathematical ability and so on,so as to be able to have a more realistic understanding of students and provide guidance for their grow up.