Research on the data analysis knowledge assessment of pre-service teachers from China based on cognitive diagnostic assessment

作者：Wu, Xiaopeng^*; Xu, Tianshu; Zhang, Yi^*

来源：Current Psychology, 2023, 42(6): 4885-4899.

DOI：10.1007/s12144-021-01836-y

• Cognitive diagnostic assessment
• Teacher education
• Data analysis
• Literacy measurement
• Pre-service teacher

Data analysis knowledge is an indispensable aspect of teachers' data literacy, which not only has a profound impact on the cultivation of students' data analysis ability, but also is related to reasonable decision-makings in education. Based on the analyses of teachers' data literacy and data analysis ability, this study constructed a cognitive model of teachers' data analysis knowledge and developed an instrument for measuring teachers' data analysis knowledge. Meanwhile, from a data-driven approach, G-DINA package in software R was used to select a well-fitted GDM Model from a series of cognitive diagnostic models such as DINA, DINO, RRUM, ACDM, LLM, G-DINA and Mixed Model for parameter assessment of cognitive diagnosis, and the reliability and model fit of the instrument were analyzed afterwards. By analyzing the pre-service dataset of 531 Chinese teachers, it made the conclusion that teachers with the same attributes have differences in attribute mastery and knowledge status, and teachers show a main learning path of A8 -> A4 -> A1 -> A3 -> A7 -> A5 -> A2 -> A6 in terms of data analysis knowledge. It provided a systematic case study for the assessment of pre-service teachers' knowledge of data analysis, and also provides a new perspective in assessing other knowledges and abilities.

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