Cognitive Measurement And Diagnosis Of Functional Learning Of Senior One Students Based On Psychometrics Model

Based on the item response theory,the Rasch model not only has the characteristics that in the item response theory the estimation of problem difficulty and differentiation is independent of the samples,different test results can be directly compared,and the ability estimation is more accurate,but also the probability formula of the model is simple and convenient to operate.However,the item response theory only focuses on test scores and test results.The rule space model in cognitive diagnosis theory can transform the students' answer scores into the probability of mastering knowledge,skills and strategies according to the students' answers to the questions,effectively identify the students' cognitive process and structure,and classify them according to their cognitive structure.In this study,by combining the advantages of the Rasch model and the rule space model,and takes students in grade one of a model A middle school in Anshan as an example,the cognitive state and cognitive structure of functional learning are diagnosed.The results show that some students in grade one of high school have different degrees of cognitive impairment to the "function" content.The 437 students are successfully classified into 15 ideal attribute mastery modes.The students have the best grasp of "function concept","application of function image" and "the parity of function".The students have a good grasp of the "function zero problem".However,students' grasp of the ideas of "the monotonicity of function" and "combination of number and shape" is poor.The students' knowledge of "relation between function and inequality solution set" and the process and skill attributes of "function and equation" are the least ideal.In addition,the rule space model also analyzes each student's knowledge structure in the "function" content.Although students have the same scores on the test,their ability level is not necessarily the same,and their mastery of the knowledge and skills involved in the content of the "function" is also different.The innovation of this study is not only the combination of Rasch model and rule space model to diagnose and analyze the cognitive situation of function learning of senior high school students,but also the combination of two-value score and multi-level score standard in the scoring standard,which makes the parameter estimation in the model more accurate.In addition,for the determination of attributes and attributehierarchy in the rule space model,we not only listen to the expert opinions,but also adopted the confirmatory factor analysis method to verify the attribute hierarchy from a quantitative point of view.