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阅读测试内容与考生阅读能力一致性研究 ——基于认知诊断视角

Whether Examinees’ Reading Abilities are in Line with Examination Structure —From the Perspective of Cognitive Diagnosis

语言学 / 2020,2(3)：151-164 / 2020-09-07 614 692

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• 作者： 段惠琼      江钰文*     
• 单位：

  南昌航空大学外国语学院，南昌

• 关键词： 认知诊断；阅读能力；考试结构；认知因子
• Cognitive diagnosis; Reading ability; Exam structure; Cognitive factor
• 摘要： 为探究阅读考试内容是否考察考生阅读能力，基于认知诊断理论对332 名大学生进行四级阅读测试，从有声思维报告和四级阅读测试要求中析出阅读 过程中出现的8 个阅读认知因子，构建Q 矩阵，对考生阅读能力因子进行分析， 计算出考生对每一认知因子的掌握概率。结合专家意见，指出教师应重视考试 结构中出现较少的认知因子，对学生进行专项训练。为完善考试结构机制，设 计了认知诊断信息表，旨在综合提高学生的阅读水平。
• In this study, eight cognitive factors that stimulate the reading process were identified by cognitive diagnosis, and the probability of each cognitive factor being mastered by the examinee was calculated. Combining with expert opinions, this paper analyzes the structural bias of reading test, and explores the relationship between the examination structure and students’ reading ability. It is pointed out that teachers should attach importance to the cognitive factor that has a low presence in the examination and carry out special training for students. In order to improve the “examination structure mechanism”, this study designed a cognitive diagnostic table in order to comprehensively improve students’ reading level.
• DOI： https://doi.org/10.35534/lin.0203015
• 引用： 段惠琼，江钰文．阅读测试内容与考生阅读能力一致性研究——基于认知诊断视角［J］．语言学，2020，2（3）：151-164．