Papers by Keyword: Cognition Diagnosis

Abstract: This study is to provide an integrated method and algorithm for knowledge structure analysis and cognition diagnosis. Most researchers of educational measurement analyzed testing data from paper-pencil test by classical test theory (CTT) or interviewed with students in order to acquire students’ knowledge structures. Moreover, it is considered that knowledge structures are important for instruction. Information of knowledge structures is useful because it will be helpful for cognition diagnosis so that remedial instruction becomes feasible.

Abstract: The main issue of the Q-matrix theory for cognition diagnosis is how to find the reduced Q-matrix containing the all efficient items. In this paper, based on the attribute structure matrix transformation, a novel recognition function for an efficient item vector is proposed. Two fast algorithms, transformation algorithm and expansion algorithm for finding the reduced Q-matrix are proposed as well. Some important properties are also discussed.

Abstract: The purpose of this study is to integrate two methodological approaches to explore concept structures. One approach is student-problem chart (S-P chart) and ordering theory (OT) and the other is fuzzy clustering and item relational structure (IRS). S-P chart is adopted to classify all students into proper learning styles. OT is to determine hierarchies of concept structures. Fuzzy clustering is soft computation to cluster features of students and combine IRS so as to determine the precondition and ordering relationship among items. The empirical data is statistics concepts test of university students. The results show that integration of these two approaches is feasible for cognition diagnosis and would be helpful for remedial instruction. Finally, some suggestions and recommendations for future research and educational research are provided.

Abstract: The purpose of this study is to integrate pathfinder and item response theory so as to manage concept structures. Concept structure is one important issue of knowledge management as to human knowledge storage. Pathfinder and item response theory are based on graph theory and psychometrics respectively and this integrated method should be feasible to represent concept structures. Besides, fuzzy clustering technique is adopted to provide features of concept structures based on homogeneity of sample. In this study, the empirical data is the assessment of linear algebra for university students. The important concepts of linear algebra consist of subspace, spanning, linear independent, R² and R³ and many literatures indicate concept structures of linear algebra will influence advanced mathematics. However, little is known about the concept structure and cognition diagnosis on linear algebra. In this study, it shows that lack of concrete examples in general dimensional space will prevent the development of the general theory. There are some limitations for students to use some materials to clarify complicated mathematic concepts perfectly. Most students could not be able to use the geometric insight and apply the Pythagorean of R² or R³. It shows that methodology of the pathfinder and item response theory will reveal important information of concept structures for students. In addition, fuzzy clustering could distinguish characteristics of concept structures on linear algebra. Finally, some limitations and suggestions as to this study are discussed.

Abstract: The purpose of this study is to develop a methodology as to the knowledge management of concept structure for learners. Fuzzy clustering is adopted to implement classification so that learners of the same cluster have homogeneity and display common features of cognition diagnosis. In addition, fuzzy clustering is based on information of concept scoring and caution index from polytomous student-problem chart. In the study, the empirical data is the assessment of statistics concepts from university students. The results show that there are four clusters and each cluster has its own cognitive characteristics. To sum up, the methodology can improve knowledge management in classroom more feasible. Finally, some recommendations and suggestions for future investigations are also discussed.