Research And Implementation Of Diagnos Method Based On Extending-knowledge Space Theory

Compared to the traditional test theory, the modern test theory demands that testreport should not only give a test or ability scores, but also to provide the knowledgestructure, cognitive defects and other information. Knowledge space theory, whichprovides a way to express the knowledge structure, can be used to diagnose and testthe level of knowledge and knowledge structure of the students. However, with thecontinuous development of the measurement theory, there is growing concern aboutthe skills lever measured by the testee, the diagnosis based on knowledge spacetheory is based on the corresponding state of knowledge of certain questions, there isno universal meaning, so it’s practicality has been limited.The Extending-knowledge space theory, as an expansion of knowledge space inthe aspects of skills, test the skill level of testee by a collection of maps from thequestions in the test to skills, which the result of test is much more usefull forteachers, the parents and students themselves. This article focuses on the design andimplementation of diagnostic model based on knowledge space theory. Its main tasksare the following aspects. A learning diagnosis method based on the ExtendingKnowledge Space Theory was proposed, the method considered the possibility ofguess and misplay in actual testing process. It believed that the students may get thecorrect answer when he actually doesn’t master the knowledge which need for solvingthe question. Similarly, he may make a wrong answer when he actually master theseknowledge with the reason of nervous or careless. The test method get the patheticanswer state and the a antipathetic answer state according to the premise relationshipbetween a group of questions, when the answer state of testee conflict with thepremise relationship, compared this antipathetic answer state to each pathetic answerstate and account the similarity probability between them, then take an a maximumsimilarity probability pathetic answer state which has a maximum similarityprobability with the answer state, and the test feedback it for the actually skill level ofthe testee. We get a knowledge state for reference at the end of test，that have nocommon meaning. In this dissertation, we use of the relation of knowledge points toconstruct an and-relationship and or-relationship between the test questions.Furthermore we give the method to build skill function and question function whichconnect knowledge structure and skill structure, and make the skill state for the final result for people.Finnally, we designed a study diagnostic system. The diagnosis system whichimplements the diagnostic test algorithm based on the guess probability and misplayprobability. Introduced the work flow and database design of the system, took thequadratic equation with one unknown in math course of middle school as an exampleand demonstrated the study diagnosis process.