International comparative study of learning trajectories based on TIMSS 2019 G4 data on cognitive diagnostic models

Abstract

Learning trajectory describes the student’s learning progress or steps in one area through which teaching and learning can be linked. The cognitive diagnostic model (CDM) is an emerging evaluation theory in education measures. Researchers can determine students’ mastery of fine-grained knowledge points by describing the learning trajectory based on CDM. The present study is based on the Trends in International Mathematics and Science Study (TIMSS) 2019, particularly, 21 mathematical items in the fourth grade. It analyzes the response data of 2,854 students from 17 countries from 10 attributes based on CDM. This study explores students’ different learning trajectories in the content field by analyzing the relationships between knowledge states and attribute patterns. The study found that the 17 countries differ in learning trajectories but have commonalities. The learning starting points of 17 countries can be roughly divided into two categories and geometry attribute and fractions and decimals attribute are the last two attributes to master.