| Summary: | 碩士 === 國立臺中教育大學 === 教育測驗統計研究所 === 100 === The purpose of this study was to compile a fourth grade student decimal concepts of cognitively diagnostic tests, and used it to investigate the effectiveness of fourth-graders’ learning decimal concepts, and then used the G-DINA model as well as the IRS model to analyze the proficiency of children in the concepts of decimal degree of learning mastery, and explored the children's misconceptions after learning the decimal concepts in order to provide teaching by reference of the individual remedial instruction. The results of this study as following:
1. The test is a good instrument that it’s Cronbach's coefficient α is equal to 0.80, the difficulty average is equal to 0.74, and the discrimination average is equal to 0.46.
2. Comparative analysis of the goodness of model fit, results showed that the G-DINA model was appropriate to the children in this study.
3. Among the decimal concepts of cognitive attributes “can finish hundredths decimal’s divided and synthesis” was the most mastery and the least mastery was “doing the relationship conversion between centimeters and meters”.
4. Both of the high ability group and the low ability group had the following misconceptions including “using the place value and column names of the integer as decimal”, “affected by the column names of the integer”, and “ created a column names that was not exist”.
5. Cause the items with more decimal concepts of cognitive attribute maybe is not the uppermost concept. Item semantic design has the high correlation with the item concept level.
|
|---|
