Determining Algebra Readiness and Cognitive Skills Profiles by Using a Diagnostic Cognitive Model to Set a Performance Standard on a Pre-Algebra Test

通过使用诊断认知模型来确定代数准备情况和认知技能概况，以设定预代数测试的表现标准

• 批准号: 1109429
• 负责人: Gary Skaggs
• 金额: $ 34.84万
• 依托单位: Virginia Polytechnic Institute and State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-08-01 至 2014-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1109429&HistoricalAwards=false
• 关键词: Determining; Algebra; Readiness; Cognitive; Skills

The primary purpose of the research is to investigate the extent to which a performance standard can be set for an assessment instrument using a diagnostic cognitive model (DCM). The proposed Pathway research project is to use of an emerging psychometric methodology to investigate different approaches to establish a performance standard on an instrument for algebra readiness. The proposed research will use TIMSS algebra items and involve a secondary analysis of the 2003 TIMSS U.S. Grade 8 data. The research will focus on the skills and knowledge required for algebra readiness. This research project involves both quantitative and qualitative studies. The qualitative study provides strong evidence to support the findings of the quantitative investigations. The use of Diagnostic Cognitive Models to inform standard setting is exciting because it offers both a clearly defined methodology, but also because it promises diagnostic information regarding the strengths and weaknesses of each student so that teachers can design a specific remediation to meet each student's needs.To date there is no research that has examined the topic of setting performance standards using a diagnostic cognitive model (DCM). This research project offers a promising way forward for improving processes of standard setting, such that they rely less on the inscrutable judgments of panel members, and relatively more on factors that can be easily measured and related to test outcomes, such as DCM. The approach is potentially transformative not only for its potential to change how standard setting is conducted, but also for its potential to change the relationship between standards and teachers' ability to intervene effectively in the classroom, by targeting aspects of the DCM that best predict algebra readiness. The findings of the research project have broader implications for both instruction and policy. This research project cannot only advance our understanding of related issues in educational measurement and mathematics education, but also establish a model for two camps to communicate and work together for value-added research endeavor.

该研究的主要目的是调查使用诊断认知模型（DCM）为评估工具设定绩效标准的程度。 拟议的衔接研究项目是利用新兴的心理测量方法来研究不同的方法，以建立代数准备工具的性能标准。 拟议的研究将使用 TIMSS 代数项目，并对 2003 年 TIMSS 美国 8 级数据进行二次分析。 该研究将重点关注代数准备所需的技能和知识。该研究项目涉及定量和定性研究。定性研究为支持定量调查的结果提供了强有力的证据。使用诊断认知模型为标准制定提供信息是令人兴奋的，因为它不仅提供了明确定义的方法，而且还因为它承诺提供有关每个学生的优势和劣势的诊断信息，以便教师可以设计特定的补救措施来满足每个学生的需求。迄今为止，还没有研究探讨使用诊断认知模型（DCM）设置表现标准的主题。 该研究项目为改进标准制定过程提供了一条有希望的前进方向，使标准制定过程更少依赖于小组成员难以理解的判断，而相对更多地依赖于易于测量并与测试结果相关的因素，例如 DCM。该方法具有潜在的变革性，不仅因为它有可能改变标准制定的方式，而且还因为它有可能通过针对 DCM 中最能预测代数准备情况的方面，改变标准与教师有效干预课堂的能力之间的关系。该研究项目的结果对教学和政策都有更广泛的影响。 该研究项目不仅增进了我们对教育测量和数学教育相关问题的理解，也为两个阵营交流和合作开展增值研究工作树立了典范。