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

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.