期刊名称：Journal of Measurement and Evaluation in Education and Psychology
电子版ISSN：1309-6575
出版年度：2021
卷号：12
期号：3
页码：303-320
DOI：10.21031/epod.903084
语种：Turkish
出版社：EPODDER
摘要：In this study, it is aimed to show how student achievement can be monitored by using the cognitive diagnosis models. For this purpose, responses of the 6th, 7th, and 8th grade Mathematics subtests of High School Placement Tests (HSPT) in 2009, 2010, and 2011, which provide longitudinal data, were used, respectively. There were 49933 examiners’ responses in data sets. The attributes examined by these tests were determined by the Mathematics experts, and the Q matrix consisting of five attributes was developed. As a result of the analysis, it was seen that the largest latent class for all three years consisted of those non-master for any attribute. It was observed that the probability of attribute mastery increased in the 7th grade and decreased in the 8th grade. The high classification accuracy seen as a result of the analysis applied to HSPT, which is not intended for the cognitive diagnosis, shows that the results can be used for monitoring student achievement.
关键词：Cognitive diagnosis;student achievement;g-dina;attribute mastery probability;longitudinal data
