跨年级小学数学学力认知诊断测验的开发与验证

Development and Verification of Cognitive Diagnostic Test for Cross-grade Pupils’ Mathematics Learning Ability

近年来,随着国内基础教育评价改革逐渐深化,认知诊断理论在对学生认知结构与知识状态的诊断性测评方面显露出其特有的优势。以正处于基础性数学学力发展关键期的6~12岁小学生为研究对象,以其数学学力的发展水平和结构性特征诊断为目标,按照构建认知模型→编制测验初稿→试测及测验质量分析→题目修订及正式组卷的技术路径,编制一至六年级小学生数学学力认知诊断测验,并利用R语言对实测数据进行了分析。结果表明,所编制测验的各项信度与效度指标均达到了认知诊断理论和心理计量学的要求,可为更深入研究小学生数学学力发展提供较为稳定且可靠的信息源。

In recent years, along with the deepening of the reform of basic education evaluation in China, the cognitive diagnosis theory, which represents the new generation of psychology and education measurement theory,has gradually revealed its unique advantages in the diagnostic assessment of students’ cognitive characteristics and knowledge state. This study is aimed at 6-12-year-old pupils who are in the critical period of the development of basic mathematics and the goal is to diagnose the development level and structural characteristic of their mathematics ability. The study is carried out the technical path of constructing cognition model, compiling first draft test, analyzing test quality, revising items and forming set paper. Following this step, the study developed and implemented the pupil’s mathematics learning ability cognitive diagnostic test in grades 1-6. The measured data are analyzed with R language. Actual measurements show that all the reliability and validity indexes of the diagnostic test have reached the requirement of cognitive diagnosis theory and psychometrics, which can provide a more stable and reliable information source for the further development of pupil’s mathematics academic attainments.