Jia Bing, Zhu Zhemin, Gao Hang
School of Mathematics and Statistics, Northeast Normal University, Changchun, China.
School of Education Science, Beihua University, Jilin, China.
Front Psychol. 2021 Jul 20;12:657858. doi: 10.3389/fpsyg.2021.657858. eCollection 2021.
The cognitive diagnosis model is an emerging evaluation theory. The mastery of fine-grained knowledge points of students can be obtained the cognitive diagnostic model (CDM), which can subsequently describe the learning trajectory. The latter is a description of the learning progress of students in a specific area, through which teaching and learning can be linked. This research is based on nine statistical items in the Program for International Student Assessment (PISA) 2012 and an analysis of the response data of 30,092 students from 14 countries from four attributes based on CDM. Then, it obtains the learning trajectory of students in statistical knowledge. The study found that Bulgaria, Costa Rica, Peru, Mexico, and Serbia have the same learning trajectories. The learning trajectories of almost 14 countries are as follows: (1) uncertainty, (2) data handling, (3) statistical chart, and (4) average.
认知诊断模型是一种新兴的评价理论。通过认知诊断模型（CDM）可以获取学生对细粒度知识点的掌握情况，进而描述学习轨迹。后者是对学生在特定领域学习进展的描述，借此可将教学与学习联系起来。本研究基于2012年国际学生评估项目（PISA）中的九个统计项目，并基于认知诊断模型对来自14个国家的30092名学生的四个属性的应答数据进行分析。然后，得出学生在统计知识方面的学习轨迹。研究发现，保加利亚、哥斯达黎加、秘鲁、墨西哥和塞尔维亚具有相同的学习轨迹。近14个国家的学习轨迹如下：（1）不确定性，（2）数据处理，（3）统计图，以及（4）平均数。
