| Abstract: | The purpose of this study is to show the usefulness of cognitive diagnoses for remedial instruction. Cognitive diagnoses were done by an adaptive testing system using the rule-space methodology, which was developed by K. K. Tatsuoka and her associates (K. K. Tatsuoka, 1983, 1990; K. K. Tatsuoka & M. M. atsuoka, 1987; M. M. Tatsuoka & K. K. Tatsuoka, 1989). The results of the study strongly indicate that knowing students'knowledge states prior to remediation is very effective and that the rule-space method can effectively diagnose students' knowledge states and can point out ways for remediating their errors quickly with minimum effort. It is also found that the design of instructional units for remediation can be effectively guided by the rule-space model, because the determination of all possible knowledge states in a domain of interest, given an incidence matrix, is based on a partially ordered tree structure of knowledge states, which is equivalent to item-score patterns determined logically from the incidence matrix. |
