A G-DINA Model-based Study On Reading Cognitive Diagnosis Of Tem-8

TEM-8（Test for English Majors Band 8）is recognized as one of the most effective and authoritative tests for the comprehensive use of language by college English majors in China,and TEM-8 has always been highly valued by universities and students.Reading comprehension,as an important component in TEM-8,has been favored by many researchers.Nowadays,there are many researches studying TEM-8 reading comprehension at a macro level in China,these existing researches mainly study TEM-8 reading comprehension reliability,validity and backwash effect,etc.However,there are few researches which analyze TEM-8 reading comprehension examinees’cognitive answering ability from the perspective of micro psychological cognition.This can not provide comprehensive feedback for TEM-8 reading instruction and can not improve examinees’TEM-8 reading grades.In order to explore examinees’cognitive psychological process at a micro level while they are dealing with TEM-8 reading comprehension questions,related researches could study TEM-8 reading cognitive attributes from the perspective of cognitive diagnosis assessment theory.Cognitive diagnosis assessment theory focuses on examinees’test grades as well as on the evolution of examinees individual’s internal psychological process while they are dealing with the test.Cognitive diagnosis assessment theory emphasizes evaluating examinees’both macro language ability level and micro internal psychological,cognitive process.The applied research about cognitive diagnosis assessment theory emphasizes choosing the proper cognitive diagnosis model to analyze cognitive attributes in language tests.The cognitive diagnosis model is an important measurement model in cognitive diagnosis assessment theory,and cognitive diagnosis model plays a key role while analyzing cognitive attributes in language tests.Moreover,researchers could understand examinees’language knowledge,language skills,and language strategies better,thus provide feedback for language teaching.G-DINA（generalized deterministic inputs,noisy“and”gate）cognitive diagnosis model,which is a generalized cognitive diagnosis model,absorbs advantages and avoids disadvantages of many other cognitive diagnosis models.G-DINA cognitive diagnosis model is highly adaptable to the diversity and abstractness of language tests.G-DINA cognitive diagnosis model is proved to have high adaptability to language tests,especially to reading comprehension tests,and is perfectly fit for reading comprehension tests.As a result,this research takes 2019^thTEM-8 reading comprehension multiple choice questions as cases and applies G-DINA cognitive diagnosis model to the empirical analysis of TEM-8 reading comprehension test results of 259 test-takers.This research explores the distribution situation of TEM-8 reading cognitive attributes in TEM-8 reading comprehension;that explores examinees’mastery probability of TEM-8 reading cognitive attributes;and the influence of TEM-8 reading cognitive attributes on examinees’TEM-8 reading comprehension grades.This research finds out that G-DINA cognitive diagnosis model fits well with the TEM-8 reading comprehension test;that the distribution frequency of TEM-8 reading cognitive attributes is imbalance in TEM-8 reading comprehension;and students do not have a good mastery of high cognitive level TEM-8 reading cognitive attributes but have a good mastery of low cognitive level TEM-8 reading cognitive attributes;and that TEM-8 reading cognitive attributes have a significant influence on students’TEM-8reading comprehension grades.The cognitive diagnostic feedback obtained in this research is expected to have a positive effect on the self-assessment of teachers and students.This paper provides remedies for weak links in students’mastery of reading cognitive ability to improve student’s language skills and reading ability.The research finally gives suggestions to the TEM-8 reading comprehension test design and provides related advice for senior class reading instruction.