Research On Cognitive Diagnosis Test Of Middle School Chemistry Based On TIMSS Assessment

With the constant development of education evaluation reform,diagnostic test has been paid more and more attention in our country.Current research shows that there are certain problems in chemical diagnostic tests,it is still based on the traditional test theory,and the analysis of diagnostic results are often based on general scores.However,The Trends in International Mathematics and Science Study(TIMSS)founded by The International Association for Evaluation of Education Achievement(IEA)is of instructive significance for some disadvantages in chemistry diagnostic tests in China.At the same time,the development of cognitive diagnosis test provides support for the examination evaluation in theory.In the paper,literature analysis method is used to comb the research achievements of TIMSS assessment and chemistry teaching diagnosis from home and abroad to reflect on the existing research shortcomings.Moreover,comparative research method is adopted to compare the released TIMSS chemical items in question types,examination of knowledge,and ability,etc.,which is in order to understand the characteristics of the test design.Based on cognitive diagnosis theory,taking TIMSS chemistry test as diagnostic test,the paper applies questionnaire method and interviewing method to understand the existing cognitive level of a certain middle school fresh students in Fuzhou,Fujian province before their accepting new knowledge.At the same time,according to the result of the double-bit encoding score,statistical analysis is used to check the mastery core chemistry knowledge of junior middle school students.The study concluded that using TIMSS chemistry test and double-bit coding scoring technology for chemical diagnostic tests,which can be insight into student' understanding of chemistry core knowledge.In addition,it can be found student' errors timely according to the answers,and provide remedial teaching recommendations.It can also diagnose effectively the students' cognitive conditions to some extent.