Accurate Evaluation Of Classroom Teaching Effect In Universities Based On Cognitive Diagnosis Theory

Classroom teaching is the main way for teachers to teach knowledge and students to acquire knowledge.Establishing an evaluation system with multiple objectives,various approaches and emphasis on the process is an inherent requirement for the education evaluation as well as the classroom teaching evaluation in the new era.However,there is still a lack of precision and personalization on the evaluation of classroom teaching effectiveness.Cognitive diagnostic theory can not only provides a comprehensive and detailed objective evaluation of individual’s abilities,but also a clear understanding of individual’s internal cognitive structure.So it provides an effective reference and learning for accurate teaching and learning.Therefore,it has important theoretical value and practical significance in promoting the development of intelligent education that introducing cognitive diagnosis theory into classroom teaching evaluation and fully exploiting classroom teaching data.By extensively searching and collating existing studies related to classroom teaching evaluation,this study applies cognitive diagnostic theory and cluster analysis method to construct a framework for accurate evaluation of the classroom teaching effect of university students,and to diagnose and classify university students.The main contents of this study are as follows:(1)Based on the background of classroom teaching in universities,a framework is constructed to evaluate the classroom teaching effectiveness in universities.The evaluation process of the framework follows “constructing cognitive models→classroom teaching practice→preparing cognitive tests→implementing cognitive diagnosis→cluster analysis→differentiation evaluation of students→evaluation feedback”,with teachers and students as the two main subjects.(2)A cognitive model of the concept of integration is constructed based on the teaching standard of integration in Higher Mathematics courses,and the cognitive diagnosis test is conducted based on cognitive attribute.The quality of the cognitive tests is validated in terms of reliability,validity,difficulty and discrimination.The results show that the mean value of HCI is 0.8491 > 0.7,which means the construction of cognitive attributes and their hierarchical relationships is reasonable.Meanwhile,the reliability,validity,difficulty and differentiation of cognitive test about integral concept are appropriate.(3)A fuzzy cognitive diagnostic model(Fuzzy CDF)is used to diagnose and evaluate students’ mastery for the “integration” concept in a university.Firstly,the mastery probability of each attribute is calculated,and it is analyzed for the individual and the class as a whole.The learning effect evaluation criteria is constructed to evaluate the learning effect of all students.The results show that the overall learning situation of students is relatively good,with the average mastery probability of each cognitive attribute above 0.5.The sum of students with “very good mastery”,“good mastery” and “fair mastery” is over 71%,while the number of students with “no mastery” is less than 10%.(4)Based on the results of the cognitive diagnosis,K-means clustering analysis is used to accurately classify the students into different categories.The results show that the students can be classified into three categories: the first category has a good overall mastery of attributes.They have a good grasp mastery not only of basic conceptual properties and computational applications,but also of comprehensive applications of knowledge;the second category has a poor mastery of the most of the attributes,with poor mastery of basic conceptual properties and poor mastery of applications,computations and comprehensive applications of knowledge points;and the third category has an average overall mastery of the concept,with poor mastery of basic conceptual properties and computational applications.The third category has an overall average level of mastery of basic conceptual properties and basic applied calculations,with an average grasp of the integrated application of knowledge and complex calculations.