共查询到18条相似文献,搜索用时 93 毫秒
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认知诊断主要将认知心理学与现代教育测量方法相结合,通过获得受试个体在测试中的作答反应来推测其不可观察的知识状态,以测量该个体特定的知识结构和加工技能。本文将研究利用建立 Q矩阵对特殊人群的学力结构进行认知诊断的方法,从而实现因材施教,实现个性化教育。 相似文献
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认知诊断测试可以反映受试的知识结构和分项技能掌握情况,为受试提供详细的反馈信息.本文简要介绍了认知诊断的原理和步骤,总结了国内外英语测试领域的认知诊断研究已取得的进展,并指出目前该领域尚存的问题远大于已取得的成就,在未来的研究中需要设计严格意义上的认知诊断测试,探索检验Q矩阵效度的多种方法并开展诊断结果促学的实证研究. 相似文献
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论文介绍了什么是测验的认知诊断及其重要性、测验认知诊断的理论基础与常用的认知诊断心理计量模型,并对我国开展测验诊断、推进大规模统一考试改革提出了具体建议。 相似文献
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当前,中小学学业评价中以考试总分为结果报告的主要方式,这虽然可以判断学生在特定团体中所处的位置以及学生总体上的学习情况,但是却不能明确地指出学生的认知优势或劣势,不能有效地提供“学生掌握了或未掌握什么知识、技能”等信息,也不能有效地让教师因材施教、实现针对性教学。基于这一情况,本研究将教育测量中的前沿技术——认知诊断应用于学业成就评价,以初中一年级数学“有理数及其运算”为例,介绍了认知诊断技术在数学学业评价中的应用过程,为教师改进教学、促进学生发展提供有效支持。 相似文献
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This paper presents a framework to provide a structured approach for developing score reports for cognitive diagnostic assessments (CDAs). Guidelines for reporting and presenting diagnostic scores are based on a review of current educational test score reporting practices and literature from the area of information design. A sample diagnostic report is presented to illustrate application of the reporting framework in the context of one CDA procedure called the Attribute Hierarchy Method. Integration and application of interdisciplinary techniques from education, information design, and technology are required for effective score reporting. While the AHM is used in this paper, this framework is applicable to any attribute-based diagnostic testing method. 相似文献
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Matthew J. Madison 《Educational Measurement》2019,38(2):68-78
Recent advances have enabled diagnostic classification models (DCMs) to accommodate longitudinal data. These longitudinal DCMs were developed to study how examinees change, or transition, between different attribute mastery statuses over time. This study examines using longitudinal DCMs as an approach to assessing growth and serves three purposes: (1) to define and evaluate two reliability measures to be used in the application of longitudinal DCMs; (2) through simulation, demonstrate that longitudinal DCM growth estimates have increased reliability compared to longitudinal item response theory models; and (3) through an empirical analysis, illustrate the practical and interpretive benefits of longitudinal DCMs. A discussion describes how longitudinal DCMs can be used as practical and reliable psychometric models when categorical and criterion‐referenced interpretations of growth are desired. 相似文献
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Although much research has been conducted on the psychometric properties of cognitive diagnostic models, they are only recently being used in operational settings to provide results to examinees and other stakeholders. Using this newer class of models in practice comes with a fresh challenge for diagnostic assessment developers: effectively reporting results and supporting end users to accurately interpret results. Achieving the goal of communicating results in a way that leads users of the assessment to make accurate interpretations requires a prerequisite step that cannot be taken for granted. The assessment developers must first accurately interpret results from a psychometric, or measurement, standpoint. Through this article, we seek to begin a discussion about reasonable interpretations of the results that classification‐based models provide about examinees. Interpretations from published research and ongoing practice show different—and sometimes conflicting—ways to interpret these results. This article seeks to formalize a comparison, critique, and discussion among the interpretations. Before beginning this discussion, we first present background on the results provided by classification‐based models regarding the examinees. We then structure our discussion around key questions an assessment development team needs to answer themselves prior to constructing reports and interpretative guides for end users of the assessment. 相似文献
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Digital Module 05: Diagnostic Measurement—The G‐DINA Framework https://ncme.elevate.commpartners.com
In this ITEMS module, we introduce the generalized deterministic inputs, noisy “and” gate (G‐DINA) model, which is a general framework for specifying, estimating, and evaluating a wide variety of cognitive diagnosis models. The module contains a nontechnical introduction to diagnostic measurement, an introductory overview of the G‐DINA model, as well as common special cases, and a review of model‐data fit evaluation practices within this framework. We use the flexible GDINA R package, which is available for free within the R environment and provides a user‐friendly graphical interface in addition to the code‐driven layer. The digital module also contains videos of worked examples, solutions to data activity questions, curated resources, a glossary, and quizzes with diagnostic feedback. 相似文献
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认知诊断是在现代认知心理学和心理测量学、现代统计数学以及计算机科学基础上发展起来的一种新的诊断技术。它能够科学地描述测试中所包含的认知属性,准确地诊断学习者的语言技能结构,促进个性化的语言教学,因而在英语教育领域,尤其是英语阅读测试中得到了广泛应用,并引起了国内外学者的关注。本文从认知诊断研究的发展、理论基础、在英语阅读测试中的应用、现有研究的难点和不足等方面对认知诊断进行了综述,以期促进认知诊断在英语教学中的应用。 相似文献
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认知诊断理论是基于项目反应理论的新一代测量理论,在教育测量实践中具有广阔的应用前景。诊断理论的研究主要围绕诊断模型的提出、模型诊断性能的评估、模型诊断结果的报告三个方面展开。认知诊断研究在上述三个方面的进展促进了诊断模型理论建设的深入与应用范围的拓展,但是在模型的外在效度、模型的群体诊断结果、模型的选择与比较、多分项目的诊断模型以及不同诊断测验之间的等值方面仍需进一步研究探索。 相似文献