Development And Application Of Primary School Students’ Programming Evaluation System Based On Cognitive Diagnosis

At present,the traditional test method based on the classical measurement theory is still the main evaluation form of the school.The evaluation result is a general and single score,which can only reflect the overall ability level of students,but can not excavate the mastery state of students’ internal knowledge structure,let alone psychological measurement.Cognitive diagnosis evaluation can provide more detailed diagnostic information for teaching and learning by deeply excavating students’ internal cognition and evaluating students’ learning in detail.Graphic programming Scratch is an important content of information technology course in primary school,which is of great value to the cultivation of students’ programming thinking and computing thinking.However,the current practical research on graphic programming mostly focuses on the development of teaching resources and the design of teaching activities,and the research on evaluation is relatively lacking.Therefore,based on the cognitive diagnosis theory and the secondary knowledge of graphical programming formulated by China Electronics Society,this paper designs and develops the primary school students’ programming evaluation system,and carries out practical research.The main work of this study is carried out from the following three aspects:Firstly,develop graphical programming cognitive diagnosis evaluation standard questions.By analyzing the literature materials such as teaching materials,curriculum standards and relevant policy documents,this study determines the cognitive attributes and hierarchical relationship between the attributes of the relevant contents of graphical programming in Grade 5.On this basis,the cognitive diagnosis test was compiled.Secondly,design and develop a cognitive diagnosis evaluation system.On the basis of demand analysis,this paper makes comprehensive use of ASP.Net technology and C# language to develop cognitive diagnosis evaluation system.The system provides students with a good interactive interface and can provide diagnostic information for teachers.Thirdly,take the fifth grade students of primary school as the research object,and apply the evaluation system to evaluate their cognitive diagnosis.The DINA model was used to analyze the response of the subjects,the mastery mode and the mastery probability of each cognitive attribute,and the diagnostic results were combined with the results of NEA error analysis.The main experimental results of this study are as follows:(1)It performs well in the reliability of cognitive diagnosis.(2)The parameter estimation of Dina model,such as the discrimination of items,the error of test questions and the probability of guessing,meets the requirements of cognitive diagnosis.(3)The subjects in the two classes have a good mastery of the secondary knowledge of graphical programming,and perform best in the mastery of A1(operation)and A2(multi role setting).Some subjects do not perform well in A4(selection statement)and A5(circular statement).(4)Through the maximum likelihood estimation algorithm to identify the subjects’ mastery patterns,it is found that 89.74% of the subjects can be classified into eight ideal mastery patterns,which reflects the reliability of this study.(5)Among them,the proportion of mastering modes(11111)(11101)(11110)is high,indicating that most students have a certain grasp of the module knowledge,but there is still room for progress.Teachers can carry out personalized counseling for the missing attributes.(5)Comparing the diagnostic results of the two classes,class 1 performed slightly better than Class 2,mainly in the following aspects.The number of subjects(11111)who fully mastered the cognitive attributes in class 1 was higher than that in class 2,and the number of subjects(00000)who did not grasp the cognitive attributes was less than that in class 2.(6)After NEA analysis,it is found that students are most likely to make mistakes in the nodes that do not transform the correct strategy and method(Type T)and in the calculation error(Type P).This study uses a cognitive diagnostic approach to assess fifth graders’ learning mastery of the L2 knowledge points of graphical programming developed by the Chinese Institute of Electronics,and develops a cognitive diagnostic test platform to provide new methods and ideas for graphical programming assessment at the elementary education level.In addition,by complementing and combining the results of Newman’s Error Analysis NEA with those of the cognitive diagnostic assessment,this study can not only project which cognitive attributes the subjects are deficient in,but also provide insight into the problems in the subjects’ information processing,making the assessment results more comprehensive.