| Assessment for learning emphasizes the importance of feedback to promote learning.Specifically,it considers that students' learning status should be timely evaluated and given corresponding feedback in the teaching process to promote students' learning.With the development of psychometrics,cognitive diagnosis,which objectively quantifies students' current learning status and provides the corresponding diagnostic feedback(i.e.,cognitive diagnostic assessment,CDA),has drawn increasing interest.Although cognitive diagnosis aims to promote students' learning based on cognitive diagnostic feedback,few studies have focused on and evaluated the effectiveness of such feedback.In other words,most existing(cross-sectional)learning diagnoses are not concerned about measuring individual growth in learning.On the other hand,having accurate metacognitive monitoring abilities is important in educational settings.Researchers have attempted to improve metacognitive monitoring accuracy for students by providing feedback,in the classroom.However,the findings are mixed.In addition,among the many factors that influence the efficacy of feedback on learning,the information contained in the feedback message is arguably the most important.Thus,a primary objective of feedback research is to determine what information the feedback message should contain in order to be maximally effective.On the basis of studies in the literature,the current answer is that the feedback message should contain the correct answer.However,is it beneficial for the feedback message to include other information in addition to the correct answer?Therefore,this study aimed to address three specific concerns.(1)The development of an instrument for longitudinal cognitive diagnosis,especially for the content of rational number operation,and the effect analysis of cognitive diagnostic feedback.(2)To investigate whether we could improve students' metacognitive monitoring accuracy through CDA feedback,in classroom research.(3)To investigate whether increasing the amount of feedback information(by comparing CDA feedback with correct answer feedback)can promote the learning of middle school students,in classroom research.Correspondingly,two studies were conducted to address the questions;Study 1: To develop an instrument for longitudinal cognitive diagnosis.Study 2: The influence of feedback on metacognitive monitoring and mathematical performance.Metacognitive monitoring is mainly reflected by the two components of JOL(judge of learning)and JOC(judge of confidence),so study 2 includes study 2A and study 2B.Study 2A: The effect of feedback on JOL and mathematical performance.Study 2B: The effect of feedback on JOC and mathematical performance.In Study 1,taking the knowledge points of "rational number and its operation" as an example,according to the process of compiling cognitive diagnosis instrument,the longitudinal cognitive diagnosis test was compiled by verifying the cognitive attribute framework and attribute hierarchy structure for many times.In Study 2,using the method of quasi experimental design,the seventh grade students are taken as the research object,to investigate the effect of feedback on metacognitive monitoring and mathematics achievement.Taking feedback mode(CDA feedback,correct answer feedback,no feedback)and test time(first,second and third)as independent variables and metacognitive monitoring(study 2A is JOL,study 2B is JOC)and mathematical performance as dependent variables,to investigate the influence of CDA feedback on metacognitive monitoring and mathematical performance.Results of study 1,the reliability and validity of the longitudinal cognitive diagnostic instrument(composed of three cognitive diagnostic tests)were good.The three tests examined the same content knowledge,contained the same Q-matrix,had high parallel-forms reliability,and had no significant differences in the raw scores,estimated item parameters,and diagnostic classifications,they could be considered to meet the requirements of parallel tests.Results of study 2,about metacognitive monitoring(including JOC and JOL),the results of study 2A and 2B showed that the interaction effect of feedback mode and test time was significant,and the results of simple effect analysis of study 2A and 2B were similar.In the first test,there was no significant difference among the three feedback modes;in the second test,CDA feedback was significantly better than no feedback;in the third test,CDA feedback was significantly better than no feedback,and correct answer feedback was significantly better than no feedback.About mathematics achievement,the interaction effect of feedback mode and test time is significant.Simple effect analysis found that in the first test,there is no significant difference among the three feedback modes;in the second test,CDA feedback is significantly better than no feedback;in the third test,CDA feedback is significantly better than correct answer feedback,and correct answer feedback is significantly better than no feedback.According to the results of two studies,the following conclusions can be drawn:(1)Both the overall quality of the tests and the quality of each item are good enough and that the three tests meet the requirements of parallel tests,which can be used as an instrument for longitudinal learning diagnosis to track students' learning.(2)In classroom research,CDA feedback can improve students' metacognitive monitoring accuracy.(3)In classroom research,feedback can improve students' mathematics performance.For the improvement of mathematics performance,CDA feedback is significantly better than correct answer feedback,and correct answer feedback is significantly better than no feedback,in other words,increasing the amount of feedback information can promote students' learning. |
PDF Full Text Request