Developing the Foundations for a New Test Theory of Cognitive Diagnosis: The Unified Model Applied to Concept Acquisition and Change in Science

为认知诊断的新测试理论奠定基础：应用于科学概念获取和变化的统一模型

• 批准号: 0114830
• 负责人: William Stout
• 金额: $ 10万
• 依托单位: University of Illinois at Urbana-Champaign
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-07-15 至 2003-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0114830&HistoricalAwards=false
• 关键词: Developing; Foundations; New; Test; Theory

This Special Grant for Exploratory Research is for the development of an item response model that better accounts for cognitive change. Towards this end, a core-unified model, called the DiBellow-Stout Unified model, is applied to two domains. The first is a high school AP chemistry course called ChemQuest that uses computer models and exercises to sustain and augment the students' mental models of chemical processes. The second is an AP Statistics course called "Statistics: The Craft of Data Collection, Description, and Inference". The result of this research will be a better understanding of the core-unified model, a better understanding of how statistics and chemistry are learned, and a roadmap to possible future applications of the model in a wide variety of settings. The ability to better assess student learning is a key component of the utility of high stakes testing as measures of standards of learning.

这项探索性研究特别拨款是为了开发一个项目反应模型，以更好地解释认知变化。为此，一个称为DiBellow-Stout统一模型的核心统一模型被应用于两个领域。第一个是一门名为ChemQuest的高中AP化学课程，它使用计算机模型和练习来维持和增强学生对化学过程的心理模型。第二门是AP统计学课程，名为“统计学：数据收集、描述和推断的技巧”。这项研究的结果将是更好地理解核心统一模型，更好地理解统计学和化学是如何学习的，并为该模型在各种环境中的未来应用提供路线图。更好地评估学生学习的能力是高风险测试作为学习标准衡量工具的关键组成部分。