Cognitive diagnosis of learning path based on rule-space model-case in english multiple-choice cloze and blank-filling tests

Abstract

English is an essential part of life to communicate with each other worldwide. In Taiwan there is a gap in English learning. This study aims to conduct the cognitive diagnostic analysis of learning path based on the Rule-Space Model. The subjects of this study were the seventh-grade students from two classes of a junior high school in Miaoli County of Taiwan. It tries to explore the mastery level of students' potential knowledge attributes, to figure out the factors that influence students' achievement and to provide them with appropriate remedial instruction. The experimental results are listed as follows: 1. The Students had significant progress in the post-test after receiving adaptive diagnostic suggestions and appropriate remedial instruction. 2. The Students in the experimental group could correspond to 8 kinds of attribute combinations from the target unit of this study. 3. According to the mastery level of students' potential knowledge attributes, 10 kinds of knowledge states could be classified and two learning paths could be identified. 4. On the basis of the students' percentage of knowledge states, experimental group students' learning path is likely to be the path 1.