认知诊断的应用——语言测试研究的新阶段

Cognitive diagnostic approach — A new stage of language testing research

语言测试研究的发展趋势是螺旋形向上的,一方面越来越重视综合语言能力,另一方面则越来越热衷于语言能力和技能的分类,对考生语言技能的描述越来越细化。而认知诊断则可以科学地描述试题中包含的语言技能(认知属性)并精确地诊断细化的语言技能结构。将认知诊断引入语言测试领域对于语言测试研究在更高阶段上的发展不仅是必要的而且在理论上是可行的。本文应用LLM认知诊断模型对500名考生的PISA英语阅读测试结果进行实证分析,不仅验证了对语言测试进行认知诊断的可操作性,而且体现出认知诊断在语言测试中的应用可以在促进语言及语言测试的理论研究,改进语言测试的设计,改善语言教学的内容和方法,建立精确的语言技能评分机制,推广个性化语言教学等方面产生深远的影响。

Language testing research tends to develop in an upward spiral way： on the one hand, language testing re- search lays more emphasis on comprehensive language abilities; on the other hand, language testing researchers are more and more keen on the classifications of language abilities and skills, and the language repertoire of a given ex- aminee tends to be described in a much finer way. Cognitive diagnostic approach can describe the language skills （cognitive attributes） embodied in language items in a scientific way and accurately diagnose the framework of the fine-grained language skills mastered by a specific examinee. It is not only necessary but also theoretically feasible to promote language testing research to a higher stage by introducing cognitive diagnostic approach into the field. This research applies LLM cognitive diagnostic model to the empirical analysis on the PISA English reading test results of 500 examinees. This research not only verifies the practicability of applying cognitive diagnostic approach to language testing but also reflects the fact that such applications may have profound significance on promoting linguistic and lan- guage testing research, optimizing language test design, improving language teaching content and methodologies, es- tablishing accurate language skill scoring and reporting mechanisms, and putting individualized language teaching and learning into practice.