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

Xiaopeng Wu1,2,3, Rongxiu Wu4, Hua-Hua Chang3

  • 1School of Education, Shaanxi Normal University, Xi'an, China.

Frontiers in Psychology
|October 5, 2020
PubMed
Summary
This summary is machine-generated.

The Program for International Student Assessment (PISA) uses cognitive diagnostic models to analyze student math skills across 10 countries. Findings reveal distinct learning trajectories, highlighting country-specific strengths and weaknesses in educational content, process, and context.

Keywords:
PISAcognitive diagnosiseducational evaluationinternational comparisonmathematics education

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Area of Science:

  • Educational Measurement
  • Cognitive Psychology
  • International Comparative Education

Background:

  • The Program for International Student Assessment (PISA) is a key international educational assessment.
  • Cognitive diagnostic models offer a granular understanding of student knowledge mastery.
  • PISA's mathematical framework provides a basis for analyzing cognitive attributes.

Purpose of the Study:

  • To apply cognitive diagnostic models to PISA 2012 mathematics data.
  • To identify and compare student learning trajectories across 10 countries.
  • To analyze mastery of 11 cognitive attributes across content, process, and context dimensions.

Main Methods:

  • Constructed a Q-matrix linking 11 attributes to 12 PISA 2012 mathematics items.
  • Developed a cognitive model for the PISA mathematics test.
  • Utilized the linear logistic model (LLM) for parameter estimation after model comparison.
  • Analyzed student knowledge states and attribute prerequisite relationships.

Main Results:

  • Identified distinct learning trajectories for students in Australia, Canada, the UK, and Russia.
  • Observed consistent learning trajectories in Finland and Japan.
  • Found shared primary learning trajectories for the US and China.
  • Noted a complex, diverse trajectory for Singapore and simpler trajectories for the US and Saudi Arabia.

Conclusions:

  • Significant differences exist in the mastery of 11 cognitive attributes across 10 countries.
  • Findings provide insights into PISA results and inform understanding of mathematics education strengths and weaknesses globally.
  • The study offers a reference for international comparisons of student cognitive attribute mastery.