Research On Primary School Students' Digital Reading Ability Assessment Based On The Cognitive Diagnostic Assessment

With the rapid development of Internet technology and all kinds of mobile terminals,digital reading is playing an increasingly important part in our study,work and daily life.Mastering basic digital reading skills are essential for our life in the 21st century.Other countries are formulating relevant policies to support the cultivation of digital reading ability of students,and China also should attach great importance to the instructions that can promote the improvement of digital reading ability of students.At the same time,we should find out student's problems in digital reading and explore the cause of these problems by evaluating their digital reading ability,so as to take effective remedial measures for teaching and learning in digital reading.However,current research about the evaluation of digital reading ability in our country just analyze the international reading assessment program,there is few research about how to evaluate digital reading ability of our students.Based on these above,this study is guided by cognitive diagnostic theory,and pupils at fourth-grade who are changing from "learning to read" stage to "reading to learn" stage are taken as the research subjects.In order to put forward specific proposals and measures about how to improve digital reading ability of these pupils,the study has assessed their digital reading ability.First,the study analyzed the definition and the structure of digital reading ability based on the literature review,and combined the existing digital reading assessment and the understanding of our pupil's digital reading to obtain the assessment framework of this study.The assessment framework includes four cognitive attributes:focus on and retrieve information,make inference,integrate and interpret,critique and evaluate.Second,according to the assessment framework and the design principles summarized from the existing digital reading test,the study designed the digital reading test for students at fourth-grade.And two hundred and eight students from a Shanghai primary school were participated in this assessment and investigation.Third,the study processed and analyzed the data from 208 students' digital reading assessment by applying DINA model.At last,the study developed the personalized diagnostic reports for each student based on the results of their digital reading ability assessment and reading motivation questionnaire,and verified the validity of the diagnostic feedback report through interviewing teachers of the school.The results show that,during the process of digital reading,students of grade four do well in "focus on and retrieve information" and "make inference",but their "integrate and interpret" ability is modest,and their "critique and evaluate" ability is poor.And there are gender and class differences in the mastery of four properties of digital reading ability,girls are better than boys in the mastery of each property,and each class has its own strength and weakness.In General,71.7%students have mastered two or more properties.And combining the results of digital reading assessment and the final grade of Chinese subject can find that the scores of digital reading test have a significant positive correlation with students' final grade of Chinese subject,and students who have high final grades are better than students who have low final grades in the mastery of each property,but all of them have to improve their "critique and evaluate" ability.In addition,the survey of reading motivation and behavior shows that students of grade have poor performance in "perceived competence",while they do well in "value".Finally,we can get a conclusion from the interview with teachers of the school that the diagnostic feedback reports have some practical significance for teaching and learning.