The construction of algebra cognitive diagnosis test in the seventh grade and the analysis of learners

Abstract

The purpose of this study was to design a cognitive diagnostic assessment with good reliability and validity for assessing the algebraic mathematical thinking of junior high school students The assessment was designed not only to help teachers to diagnose the level of students’ mastery of algebraic thinking but also to identify students’ problem solving processes and misconceptions when they make common mistakes in their remedial lessons The cognitive diagnostic analysis was used in the study to assess students’ mastery of algebraic thinking skills The Q-matrix of the assessment was validated by consulting with experts and through use of the Q-matrix refinement method Grade 7 & 9 students in Taiwan who had studied algebra were chosen as participants using the rules of convenient sampling The total number of valid examinees was 1 013 The results indicated that: (1) The cognitive diagnostic assessment developed in this study has good reliability and validity (2) The G-DINA (general cognitive diagnostic model) had a high level of fit to the data (3) More than 50% of students did not have the skills to address units seven and ten of the algebra units in the seventh grade (4) Significant differences in levels of mastery were revealed connected to gender the kind and number of books the students were studying the amount of time students spent in self-study and the resources which were available to them

Date of Award	2019
Original language	English
Supervisor	Su-Pin Hung (Supervisor)