基于一项国家通用语言测试的考生认知技能诊断研究

A study on the examinees’cognitive skills diagnosis based on National Common Language Test

认知诊断评价可以将语言测试分析引入到微观领域,使得研究考生的认知技能成为可能,为改进语言教学提供了新的研究视角。本研究基于认知诊断评价,分析了民族地区大学生在一项国家通用语言能力测试中的认知技能表现。本次测试试题共涉及7项认知技能,其中“解释”“总结”“推断”为低阶认知技能,“区别”“组织”“归因”“检查”为高阶认知技能。研究发现:考生认知技能总体表现中等,高阶认知技能表现较差;考生认知技能掌握模式聚类明显,低阶认知技能多成组掌握,高阶认知技能多分散掌握;语言水平不同的考生低阶认知技能表现的差异大,高阶认知技能表现差异略小;多数语言水平较高考生的属性掌握模式全面、系统,语言水平较低考生的属性掌握模式则呈现出零散、随机的特点。基于上述发现,本研究提出了相应的国家通用语言教学建议。

Cognitive diagnosis can introduce language testing analysis into the micro field,making it possible to study the cognitive skills of examinees and providing a new research perspective for improving language teaching.This research studies the cognitive skills performance of college students in ethnic regions in a National Common Language Test based on cognitive diagnosis.This test involves a total of 7 cognitive skills,among which“interpreting”,“summarizing”,and“inferring”are lower-order cognitive skills,and“differentiating”,“organizing”,“attributing”,and“checking”are higher-order cognitive skills.The result shows that the examinees have average overall performance in cognitive skills,with poorer performance in higher-order cognitive skills.Examinees exhibit distinct patterns in cognitive skill mastery,with lower-order cognitive skills being mostly grouped together and higher-order cognitive skills being more scattered.Examinees with different language proficiency levels show significant differences in lower-order cognitive skill performance,while the differences in higher-order cognitive skill performance are smaller.Most examinees with higher language proficiency levels demonstrate systematic and comprehensive mastery patterns,while examinees with lower language proficiency levels exhibit scattered and random mastery patterns.Drawing on the aforementioned findings,this research proposes corresponding suggestions on the teaching of National Common Language.