Longitudinal Learning Diagnosis: Minireview and Future Research Directions

As one of the most influential international large-scale educational assessments, the Program for International Student Assessment (PISA) provides a valuable platform for the horizontal comparisons and references of international education. The cognitive diagnostic model, a newly generated evaluation theory, can integrate measurement goals into the cognitive process model through cognitive analysis, which provides a better understanding of the mastery of students of fine-grained knowledge points. On the basis of the mathematical measurement framework of PISA 2012, 11 attributes have been formed from three dimensions in this study. Twelve test items with item responses from 24,512 students from 10 countries participated in answering were selected, and the analyses were divided into several steps. First, the relationships between the 11 attributes and the 12 test items were classified to form a Q matrix. Second, the cognitive model of the PISA mathematics test was established. The liner logistic model (LLM) with better model fit was selected as the parameter evaluation model through model comparisons. By analyzing the knowledge states of these countries and the prerequisite relations among the attributes, this study explored the different learning trajectories of students in the content field. The result showed that students from Australia, Canada, the United Kingdom, and Russia shared similar main learning trajectories, while Finland and Japan were consistent with their main learning trajectories. The primary learning trajectories of the United States and China were the same. Furthermore, the learning trajectory for Singapore was the most complicated, as it showed a diverse learning process, whereas the trajectory in the United States and Saudi Arabia was relatively simple. This study concluded the differences of the mastery of students of the 11 cognitive attributes from the three dimensions of content, process, and context across the 10 countries, which provided a reference for further understanding of the PISA test results in other countries and shed some evidence for a deeper understanding of the strengths and weaknesses of mathematics education in various countries.

Section: Discussionmentioning

confidence: 99%

International Comparative Study on PISA Mathematics Achievement Test Based on Cognitive Diagnostic Models

Chang

et al. 2020

“…In recent decades, with the development of psychometrics, learning diagnosis ( Zhan, 2020b ) or cognitive diagnosis ( Leighton and Gierl, 2007 ), which objectively quantifies students’ current learning status, has drawn increasing interest. Learning diagnosis aims to promote students’ learning according to diagnostic results which typically including diagnostic feedback and interventions.…”

Section: Introductionmentioning

confidence: 99%

“…However, most existing cross-sectional learning diagnoses are not concerned about measuring growth in learning. By contrast, longitudinal learning diagnosis evaluates students’ knowledge and skills (collectively known as latent attributes) and identifies their strengths and weaknesses over a period ( Zhan, 2020b ).…”

Section: Introductionmentioning

confidence: 99%

The Development of an Instrument for Longitudinal Learning Diagnosis of Rational Number Operations Based on Parallel Tests

Tang

Zhan

2020

Self Cite

The precondition of the measurement of longitudinal learning is a high-quality instrument for longitudinal learning diagnosis. This study developed an instrument for longitudinal learning diagnosis of rational number operations. In order to provide a reference for practitioners to develop the instrument for longitudinal learning diagnosis, the development process was presented step by step. The development process contains three main phases, the Q-matrix construction and item development, the preliminary/pilot test for item quality monitoring, and the formal test for test quality control. The results of this study indicate that (a) both the overall quality of the tests and the quality of each item are good enough and that (b) the three tests meet the requirements of parallel tests, which can be used as an instrument for longitudinal learning diagnosis to track students’ learning.

“…First, this study used cross-sectional data to construct a learning progression for probability, but learning progression itself is a developmental concept, so longitudinal data can be collected for more in-depth exploration in the future. In addition, some scholars have recently explored longitudinal cognitive diagnosis theory ( Li et al, 2016 ; Zhan et al, 2019 ; Zhan, 2020 ), so longitudinal tracking data can be collected under the guidance of longitudinal cognitive diagnosis theory to build learning progression that can reveal more about the laws of education. Second, the effect of the constructed learning progression is not fully explored in this study, so that future research can use remedy pathways to examine the validity of the cognitive diagnosis results.…”

Section: Discussionmentioning

confidence: 99%

Developing a Learning Progression for Probability Based on the GDINA Model in China

Bai

2020

This research focuses on developing a learning progression of probability for middle school students, and it applies the GDINA model in cognitive diagnosis models to data analysis. GDINA model analysis firstly extracted nine cognitive attributes and constructed their attribute hierarchy and the hypothesized learning progression according to previous studies, curriculum standards, and textbooks. Then the cognitive diagnostic test was developed based on Q-matrix theory. Finally, we used the GDINA model to analyze a sample of 1624 Chinese middle school students' item response patterns to identify their attribute master patterns, verify and modify the hypothesized learning progression. The results show that, first of all, the psychometric quality of the measurement instrument is good. Secondly, the hypothesized learning progression is basically reasonable and modified according to the attribute mastery probability. The results also show that the level of probabilistic thinking of middle school students is improving steadily. However, the students in grade 8 are slightly regressive. These results demonstrate the feasibility and superiority of using cognitive diagnosis models to develop a learning progression.