摘要
本研究旨在基于事先构建的理论模型,编制小学数学应用题认知诊断测验,并通过认知诊断评估对其效度进行验证。采用质性研究和量化研究两条思路,通过认知分析、大声思维和测验等方法,探索了认知诊断评估从理论模型构建到测验编制及其效度验证的过程。在理论模型构建和测验编制方面,所得结果表明认知分析和大声思维相结合能够合理地构建实质心理学的认知模型,并且基于该认知模型自上而下的测验设计是与认知诊断评估流程相吻合的。通过认知诊断评估所获取的数据分析表明,该测验的结构效度、内部效度和外部效度均达到理想水平,基于事先构建的认知模型所编制的认知诊断测验能够作为认知诊断评估的有效工具,有助于发掘和诊断学生数学应用题解决中的认知错误。
Cognitive Diagnostic Assessment （CDA） is an important and popular methodology for modeling item response data that have applicability to substantial measurement problems, such as measuring a student＇s knowledge structures and processing skills, test validity, bug diagnosis, etc. The successful application of CDA suggests a cognitive diagnostic test development based on the attribute hierarchy. Task diagnosis and think-aloud methods are applied to specify the likely knowledge and processes used to solve the test item （Attributes）, and the hierarchy. Based on the analysis output from a cognitive psychometrical model, we can conclude the followings to validate the construct validity of test, external validity and internal validity of the diagnostic assessment ： （ 1 ） the combination of task analysis, think-aloud and expert panel discussion provide a valid cognitive model based on the substantial psychology, （2） the construct validity of test, external validity and internal validity of the diagnostic assessment are well validated.
出处
《考试研究》
2013年第6期24-43,共20页
Examinations Research
基金
教育部哲学社会科学研究重大课题攻关项目(12JZD040)
创新方法工作专项课题子课题"青少年创新能力标准制定"(2010IM010100)
浙江省哲学社会科学规划课题(10CGJY15YBB)
浙江省教育厅课题(Y2010117786)
浙江省教师教育基地2011招标项目
关键词
数学应用题
认知属性
认知诊断测验
效度验证
Arithmetic Word Problem, Cognitive Attributes, Cognitive Diagnostic Test,Validation
