Research on Analysis of Knowledge Acquisition and Cognitive Ability Based on Rasch Model in Smart Education

doi:10.16382/j.cnki.1000-5560.2021.08.005

Abstract

Abstract:

How to accurately and personally diagnose and evaluate learners is an important issue in the era of smart education. At present, the main method of learning diagnosis is still to evaluate the students’ knowledge acquisition through exam scores, ignoring the evaluation of students’ cognitive ability. So, it is not in line with the value of smart education, which emphasizes both knowledge transfer and ability cultivation. Based on the Rasch model, this study explored a method for mining students’ cognitive ability via exam scores. Took the political course as an example, set up a monthly exam paper, and compiled a two-way specification table to mark the knowledge point attribute and cognitive ability attribute. The data of 195 students were collected and the Rasch model was used to analyze the knowledge of each student behind the scores and to determine the students’ achievement of each level of cognitive ability. At the same time, according to the analysis results, radar images were generated for visual output, and the normalization of student cognitive analysis in the blended classroom was realized. This study provided a new way of the accurate diagnosis in smart education.

Key words: smart education, Rasch model, knowledge acquisition analysis, cognitive ability analysis, accurate diagnosis

Fati Wu, Hao Tian, Yu Wang, Minsheng Fan. Research on Analysis of Knowledge Acquisition and Cognitive Ability Based on Rasch Model in Smart Education[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(8): 57-69.

Figures/Tables 9

References 0

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试题编号	满分	知识点	认知能力要求	题型类别
12	4	消费	理解	单选题
13	4	价格与需求量的关系	分析	单选题
14	4	我国基本经济制度	理解	单选题
15	4	外汇、汇率	应用	单选题
16	4	公民权利与义务	理解	单选题
17	4	人民代表大会制度	理解	单选题
18	4	中国共产党	分析	单选题
19	4	传统文化	理解	单选题
20	4	群众观、矛盾的特点	分析	单选题
21	4	唯物辩证法、联系的特点	理解、应用	单选题
22	4	矛盾的特点	理解	单选题
23	4	人生价值的创造与实现	理解	单选题
38	26	经济生活、政治生活	评价、分析	材料分析题
39	26	真理、文化多样性、传统文化	分析、评价、记忆	材料分析题

作答人数	难度	加权拟合		未加权拟合		试题编号
作答人数	难度	均方误差	标准化均方误差	均方误差	标准化均方误差	试题编号
164	2.92	1.06	0.3	1.92	1.9	19
164	1.15	1.06	0.6	1.47	2.7	17
164	?2.68	1.04	0.3	1.22	0.9	15
164	?0.67	1.03	0.5	1.04	0.6	20
164	0.64	1.00	0.0	1.02	0.2	12
164	?1.73	1.00	0.1	0.94	?0.3	14
164	1.36	1.00	0.0	0.99	0.0	18
164	1.64	0.99	0.0	0.99	0.0	13
164	?0.84	0.99	?0.1	0.98	?0.2	21
164	?1.53	0.98	?0.2	0.97	?0.2	23
164	?0.52	0.91	?1.6	0.92	?1.2	16
164	0.25	0.91	?1.7	0.85	?1.8	22
164	0.36	0.96	?0.3	1.07	0.7	39
164	?0.36	0.83	?1.8	0.87	?1.3	38

客观题					主观题
认知层次	该学生	班级平均	t值	显著性	认知层次	该学生	班级平均	t值	显著性
理解	0.211	0.014	?4.290	0.000***	记忆	?0.263	?0.036	4.587	0.000***
应用	?0.138	?0.055	1.147	0.259	分析	0.001	?0.035	?0.594	0.556
分析	0.181	0.016	?4.398	0.000***	评价	0.080	?0.016	?2.949	0.005**