基于认知诊断的学习测验开发、应用与启示——以Tatsuoka的分数减法测验为例  

Development,Application and Enlightenment of Learning Test Items Based on Cognitive Diagnostic——Taking Tatsuoka’s Fractional Subtraction Test for Example

作　　者：张怡[1,2] Zhang Yi

机构地区：[1]华东师范大学与美国普渡大学,上海200241 [2]黔南民族师范学院数学与统计学院

出　　处：《教育测量与评价》2022年第5期71-82,共12页Educational Measurement and Evaluation

基　　金：贵州省教育科学规划课题“基于能力值的数学高考分层多卷选考制模式研究”(2021C046)阶段性成果。

摘　　要：认知诊断测验因为可以反映被试作答项目时的心理特征和认知过程,进而了解被试在细粒度知识点上的掌握情况,已经成为形成性个性化测评的典范。以Tatsuoka的分数减法测验为例,详细解析认知诊断测验在各个环节的设计与操作过程,将认知诊断测验有效迁移到常态化的教育测评中,并对认知诊断理论可能带给教育测评的一些改变进行深入讨论,可以为广大教育工作者提供可操作的教育测量新方法。Cognitive diagnostic test can reflect the psychological characteristics and cognitive process of the participants in answering items,and then understand the participants’ mastery of fine-grained knowledge points,which has been regarded as the model of formative personalized evaluation.Taking Tatsuoka’s fractional subtraction test as an example,the paper analyzes in detail the design and operation process of cognitive diagnostic test in each link,effectively transfers the cognitive diagnostic test to the normalized educational evaluation,and further discusses the possible changes brought by the cognitive diagnostic theory to the educational evaluation.It attempts to provide a reference for educational evaluation through the process analysis of the development and use of cognitive diagnostic tests.

关 键 词：认知诊断 心理测量 测验编制 学习测评 测评模型 

分 类 号：G40-058.1[文化科学—教育学原理]