Compilation And Research Eighth Grade Mathematics Diagnostic Tests

Purpose:in order to play the diagnostic role of examination better,and to promote the students ’all-round development,the research has made the Math diagnostic test in grade eight.This test has threetypes:choice, fill in the blank, calculation,and then use the form of group to test, it applies to the students inthe end of grade seven,grade eight and nine.Results:1. The average difficulty of all subtests distributebetween0.640and0.994; The average of identification index distribute between0.47and0.62.2. Cronbachαdistribute between0.614and0.744.3. Content validity is made accordance with the syllabus and thenew curriculum standard strictly. Structure validity is verified by factor analysis, all of the subtests’ resultcan explain total variation reached more than50%.Conclusion:1. this test has suitable difficulty,a gooddegree of distinction and high degree of identification;2. Results of Reliability shows that, it has a highinternal consistency,and S.E.mean in a suitable range.3.To Judge from the validity of content andstructure,it’s more satisfactory. The measurements shows that the test has reached the requirement ofmetrology.Research methods: We have selected two classes as the object of study from grade eight of NankangSouth High School randomly. One class with53Students as the experimental class; another class with59students as the control class. Diagnostic test intervention has conduct in the experimental class. We haveanalysis to the Math achievement,learning attitude scale of mathematics, mathematical learning strategiesof mathematics of the two classes. Result:1. Before intervention, there was no significant difference in theexperimental class and the control class in seven grade final math, the mathematics attitude,learningstrategies(P＞0.05);2compared before and after intervention, the experimental class in math(t＝-5.685,P＜0.001); there was significant difference in the comparison of the experimental class mathematicsattitude (t＝-3.933, P＜0.001);there was no significant difference in emotional component(P＞0.05); therewas significant difference in cognitive component(t＝-2.572，P＜0.05); there was significant differencebetween control and math classes behavior composition(t＝-3.430，P＜0.01); control before and after theclass mathematics attitude and each dimension were not have significant difference.There was markeddifference in the comparison of the experimental class mathematical metacognition (t＝-2.037，P＜0.05);there was significant difference in the comparison of the experimental class mathematical cognitivestrategies(t＝-2.582， P＜0.05); there was very significant difference in the comparison of theexperimental class resource management using (t＝-3.764，P＜0.01); there was significant difference in thecomparison of the experimental class learning strategies (t＝-2.758，P＜0.05); there was no significantdifference in the comparison of the comparative class of total score and the difficulty.Research conclusion:through the comparison between experimental class and comparative classes, we found that mathdiagnostic test can improve students’math, learning attitude and learning strategy level effectively. It can beextended and applied as the effective tool of assessment of middle school mathematics...