The Cognitive Diagnosis Of High School Students Based On Rule Space Model

In 2022,"literacy orientation" in the Ministry of Education which releasing the "Compulsory Education Chemistry Curriculum Standards(2022 Edition)"(hereinafter referred to as the "Curriculum Standards")became one of the three main themes of the compulsory education curriculum reform.With the shift in the goal of student development with core literacy as an element,the philosophy,approach and system of educational measurement and assessment have been adjusted.The continuous progress of educational measurement and evaluation,theories and methods,also provides the possibility to effectively obtain diagnostic evidence and scientifically describe students’ literacy levels in the process of teaching evaluation.As one of the core knowledge of junior high school chemistry,"acid-base salt" is an important content of the interface between junior high school and high school,and is the centralized integration of junior high school knowledge of elemental compounds,which can help students master and use the laws of chemical change to understand reactions and predict products,thus promoting the distal migration of knowledge,and is also the core knowledge and carrier to promote students’ views of elements,changes and classifications.Therefore,the scientific evaluation and effective characterization of junior high school students’ knowledge about "acid-base salts" is particularly important,and is an important basis for evaluating the effectiveness of implementing the core literacy training in chemistry.In this paper,we use Cognitive Diagnosis Models(CDM)to analyze the compulsory education standards,the syllabus of the secondary school examinations in three cities of H province and the test questions of chemistry-related topics in the2018-2022 secondary school examinations in three cities,and extract the elements to summarize the cognitive properties of knowledge related to "acid-base salts".The properties of "acid-base salts" were identified and the hierarchical relationships were determined.Then based on the Q matrix theory,the ideal response model was constructed to obtain the ideal response model,and the cognitive diagnostic test paper was compiled accordingly.120 middle school students in three cities of H province were tested,and the students were classified into different ideal response models to form cognitive diagnosis results,and according to the typical attribute response model and survey results,the learning path was described.Finally,based on the cognitive diagnosis results,the author puts forward some teaching remedial suggestions.There are few studies on the application of rule space model in junior middle school learning diagnosis,and there is no literature report on the targeted research on "acid,alkali and salt" related knowledge in junior middle school.In this paper,cognitive diagnosis of learning results is carried out based on the rule space model,in order to evaluate students’ academic situation from a more scientific perspective,and provide a feasible way to promote the optimization of the evaluation system of compulsory education oriented to core literacy,so as to carry out beneficial exploration.