一个用于脱节行为的认知诊断模型
Benjamin Lugu1, Wenjing Guo2, Wenchao Ma3
1Department of Educational Studies in Psychology, Research Methodology, and Counseling, The University of Alabama, Tuscaloosa, AL, 35401, USA. bklugu@crimson.ua.edu.
Behavior research methods
|July 1, 2025
概括
这项研究引入了一种新的认知诊断模型,该模型解释了学生的脱离,提高了评估技能的准确性. 脱节行为认知诊断模型 (DB-CDM) 有效地识别了脱节学生及其真正的熟练程度.
科学领域:
- 教育测量教育的测量
- 心理测量 心理测量 心理测量
- 认知心理学 认知心理学
背景情况:
- 认知诊断评估对于形成性评估至关重要.
- 学生的脱离,包括猜测和省略,可能会影响结果.
- 现有的模型往往忽视了参与,假设反应仅仅反映了熟练程度.
研究的目的:
- 提出一种新的脱节行为认知诊断模型 (DB-CDM).
- 同时模拟参与和不参与的学生行为.
- 评估DB-CDM在准确评估学生能力方面的表现.
主要方法:
- 开发了脱节行为认知诊断模型 (DB-CDM).
- 进行模拟研究以评估参数恢复和学生识别.
- 分析经验数据,将DB-CDM与现有模型进行比较,并验证发现.
主要成果:
- DB-CDM表现出良好的项目参数恢复,特别是在更大的样本大小.
- 该模型准确地识别了失恋的学生,即使在具有挑战性的条件下.
- 与不参与的学生相比,参与的学生显示出较低的猜测/遗漏率和更高的解决方案行为.
结论:
- DB-CDM有效地解释了认知诊断中的脱节行为.
- 与传统方法相比,这种模型提供了更好的属性分类准确性.
- DB-CDM提供了有价值的见解,用于教育测量,当脱离存在时.
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