?

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

  • Fati Wu ,
  • Hao Tian ,
  • Yu Wang ,
  • Minsheng Fan
Expand
  • 1. Engineering Research Center of Digital Learning and Educational Public Service, Ministry of Education, Beijing, 100875, China
    2. School of Educational Technology, Beijing Normal University, Beijing, 100875, China
    3. Baoan High School Group Experimental School, Shenzhen Guangdong, 518101, China
    4. School of Educational Technology, Northwest Normal University, Lanzhou, 730070, China

Online published: 2021-08-04

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.

Cite this article

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 . DOI: 10.16382/j.cnki.1000-5560.2021.08.005

References

null 黄莺, 彭丽辉, 杨心德 知识分类在教学设计中的作用——论对布卢姆教育目标分类学的修订 教育评论 2008 05 165 168 黄莺, 彭丽辉, 杨心德. (2008). 知识分类在教学设计中的作用—论对布卢姆教育目标分类学的修订. 教育评论,(05),165—168.
null 李玉斌, 武书宁, 姚巧红 网络学习评价研究的现状与分析 现代远距离教育 2013 05 34 39 李玉斌, 武书宁, 姚巧红. (2013). 网络学习评价研究的现状与分析. 现代远距离教育,(05),34—39.
null 马世晔, 章建石 基于考试结果挖掘的教育评价: 理论与实践 心理学探新 2012 32 05 461 465 马世晔, 章建石. (2012). 基于考试结果挖掘的教育评价: 理论与实践. 心理学探新,32(05),461—465.
null 牟智佳 电子书包中基于教育大数据的个性化学习评价模型与系统设计 远程教育杂志 2014 32 05 90 96 牟智佳. (2014). 电子书包中基于教育大数据的个性化学习评价模型与系统设计. 远程教育杂志,32(05),90—96.
null 彭红超, 祝智庭 以测辅学: 智慧教育境域中精准教学的核心机制 电化教育研究 2017 38 03 94 103 彭红超, 祝智庭. (2017). 以测辅学: 智慧教育境域中精准教学的核心机制. 电化教育研究,38(03),94—103.
null 苏芃, 李曼丽 基于OBE理念, 构建通识教育课程教学与评估体系——以清华大学为例 高等工程教育研究 2018 02 129 135 苏芃, 李曼丽. (2018). 基于OBE理念, 构建通识教育课程教学与评估体系—以清华大学为例. 高等工程教育研究,(02),129—135.
null 王小明 布卢姆认知目标分类学(修订版)对课程目标制定的启示 全球教育展望 2011 40 04 20 24 王小明. (2011). 布卢姆认知目标分类学(修订版)对课程目标制定的启示. 全球教育展望,40(04),20—24.
null 王映学 也谈“高分低能”: 认知领域学习分类的视野 课程·教材·教法 2016 36 10 46 51 王映学. (2016). 也谈“高分低能”: 认知领域学习分类的视野. 课程·教材·教法,36(10),46—51.
null 王志军, 陈丽 远程学习中的概念交互与学习评价 中国远程教育 2017 12 12 20+79 王志军, 陈丽. (2017). 远程学习中的概念交互与学习评价. 中国远程教育,(12),12—20+79.
null 魏玉平, 潘虹辉 双向细目表在学业测评中的应用研究 当代教育论坛 2016 04 71 76 魏玉平, 潘虹辉. (2016). 双向细目表在学业测评中的应用研究. 当代教育论坛,(04),71—76.
null 晏子 心理科学领域内的客观测量——Rasch模型之特点及发展趋势 心理科学进展 2010 18 08 1298 1305 晏子. (2010). 心理科学领域内的客观测量—Rasch模型之特点及发展趋势. 心理科学进展,18(08),1298—1305.
null 周群, 雷新勇 从单纯考试向全面评价发展——考试机构应对新课程改革的必然选择 上海教育科研 2008 01 29 32 周群, 雷新勇. (2008). 从单纯考试向全面评价发展—考试机构应对新课程改革的必然选择. 上海教育科研,(01),29—32.
null Bowles, R. P., & Ram, N Using Rasch measurement to investigate volleyball skills and inform coaching Journal of Applied Measurement 2006 7 1 39 54 Bowles, R. P., & Ram, N. (2006). Using Rasch measurement to investigate volleyball skills and inform coaching. Journal of Applied Measurement, 7(1), 39—54.
null Dunham, B., Yapa, G., & Yu, E Calibrating the difficulty of an assessment tool: the blooming of a statistics examination Journal of statistics education 2015 23 3 1 33 Dunham, B., Yapa, G., & Yu, E. (2015). Calibrating the difficulty of an assessment tool: the blooming of a statistics examination. Journal of statistics education, 23(3), 1—33.
null Kumpas-Lenk, K., Eisenschmidt, E., & Veispak, A Does the design of learning outcomes matter from students’ perspective? Studies in Educational Evaluation 2018 59 179 186 Kumpas-Lenk, K., Eisenschmidt, E., & Veispak, A. (2018). Does the design of learning outcomes matter from students’ perspective?. Studies in Educational Evaluation, 59, 179—186.
null Osman, S. A., Naam, S. I., Jaafar, O., Badaruzzaman, W. H. W., & Rahmat, R. A. A. O Application of Rasch model in measuring students’ performance in Civil Engineering Design II Course Procedia-Social and Behavioral Sciences 2012 56 59 66 Osman, S. A., Naam, S. I., Jaafar, O., Badaruzzaman, W. H. W., & Rahmat, R. A. A. O. (2012). Application of Rasch model in measuring students’ performance in Civil Engineering Design II Course. Procedia-Social and Behavioral Sciences, 56, 59—66.
null Ramirez, T. V On pedagogy of personality assessment: Application of Bloom's taxonomy of educational objectives Journal of personality assessment 2017 99 2 146 152 Ramirez, T. V. (2017). On pedagogy of personality assessment: Application of Bloom's taxonomy of educational objectives. Journal of personality assessment, 99(2), 146—152.
null Sun, F. R., Hu, H. Z., Wan, R. G., Fu, X., & Wu, S. J A learning analytics approach to investigating pre-service teachers’ change of concept of engagement in the flipped classroom Interactive Learning Environments 2019 1 17 Sun, F. R., Hu, H. Z., Wan, R. G., Fu, X., & Wu, S. J. (2019). A learning analytics approach to investigating pre-service teachers’ change of concept of engagement in the flipped classroom. Interactive Learning Environments, 1—17.
null Talib, A. M., Alomary, F. O., & Alwadi, H. F Assessment of Student Performance for Course Examination Using Rasch Measurement Model: A Case Study of Information Technology Fundamentals Course Education Research International 2018 3 1 8 Talib, A. M., Alomary, F. O., & Alwadi, H. F. (2018). Assessment of Student Performance for Course Examination Using Rasch Measurement Model: A Case Study of Information Technology Fundamentals Course. Education Research International, (3), 1—8.
null Wright, B. D., & Stone, M. H. (1979). Best test design. Chicago: MESA Press.
null Vogel, S. P., & Engelhard Jr, G Using Rasch measurement theory to examine two instructional approaches for teaching and learning of French grammar The Journal of Educational Research 2011 104 4 267 282 Vogel, S. P., & Engelhard Jr, G. (2011). Using Rasch measurement theory to examine two instructional approaches for teaching and learning of French grammar. The Journal of Educational Research, 104(4), 267—282.
Outlines

/