Assessing School Students' Mathematic Ability Using DINA and DINO Models

Mohammad Nasim Wafa

doi:https://doi.org/10.14445/22315373/IJMTT-V65I12P517

International Journal of Mathematics Trends and Technology

Research Article | Open Access | Download PDF

Volume 65 | Issue 12 | Year 2019 | Article Id. IJMTT-V65I12P517 | DOI : https://doi.org/10.14445/22315373/IJMTT-V65I12P517

Assessing School Students' Mathematic Ability Using DINA and DINO Models

Mohammad Nasim Wafa

Citation :

Mohammad Nasim Wafa, "Assessing School Students' Mathematic Ability Using DINA and DINO Models," International Journal of Mathematics Trends and Technology (IJMTT), vol. 65, no. 12, pp. 153-165, 2019. Crossref, https://doi.org/10.14445/22315373/IJMTT-V65I12P517

Abstract

Cognitive diagnosis models (CDMs) are restricted latent class models that can be used to analyze response data from educational or psychological tests. This article focuses on evaluating the application of CDM in identifying school students’ mathematic abilities in grade 8 at four different schools in Afghanistan. In addition, this research aims at determining the 8th grade students’ level of mathematics at the school level. Followed by the analysis of a set of data from Trends in International Mathematics and Science Study (TIMSS) 2011 mathematics assessment is used to examine the Mathematical abilities of students in Grade 8, which measures 13 attributes and includes 32 questions. A sample size of 274 includes 129 girls and 145 boys, and the students are selected based on the multistage cluster sampling method from Ghor province. Under the cognitive diagnosis assessment framework, the deterministic, inputs, noisy, “and” gate (DINA) model and the deterministic, inputs, noisy, “or” gate (DINO) model are used.

Keywords

cognitive diagnosis models, item response theory, DINA, DINO, TIMMS 2011

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