國家教育研究院

　　傳統測驗的評量設計無法從受試者的作答反應組型中，顯現出學生是否精熟某種技能的訊息，進而幫助學生或老師更加瞭解分數所代表的涵意，並進行更有效率的學習。傳統評量理論並無法提供有效的訊息，讓教師對學生的錯誤學習進行診斷的評量，即對於同分的受試者，並無法提供有效的訊息，供教學者判斷他們是否具備相同的知識結構。 因此，有學者提倡將認知科學（cognitive science）與心理計量學（psychometrics）結合，發展新的診斷評量方法，以幫助教學目標的達成。這種新的診斷評量方法，稱為認知診斷評量（cognitively diagnostic assessment, CDA）。認知診斷評量著眼於探討學生的潛在知識結構與其作答反應過程的關係。 以知識結構為基礎的教學教材及補救教材，應用於診斷評量具有顯著的成效。因此，本研究之目的擬以知識結構為基礎，配合總計畫研究單元進行知識結構之建置、命題及設計Q 矩陣。以了解在互動式動態幾何學習環境之教學模式下學習的學生於正式施測後，利用認知診斷評量的DINA 模式分析學生作答反應，以診斷出不同程度學生及不同教學模式下認知概念或技能之差異程度。

　　Traditional test design can not reveal a student‘s mastery of skills information by the response patterns, and thus to help students and teachers a better understanding of the meaning represented by scores, and make more efficient Learning. Therefore, some scholars advocate integrating the cognitive science and psychometrics (psychometrics), and developing new diagnostic assessment methods to help achieve teaching objectives. This new Diagnostic evaluation method is called the Cognitive Diagnostic Assessment (CDA) .Cognitive Diagnostic Assessment focuses on the relationship between the latent knowledge structure and the response process of students. Teaching materials and remedial materials based on knowledge structure apply to diagnostic assessment with significant results. Therefore, the purpose of this study is based on the knowledge structure and coordinates with the main plan units to build knowledge structure, write items, and design Q matrix. In order to understand the learning effectiveness of students within the teaching model of interactive dynamic geometry learning environment, the students are administrationed by the test designed in advance. The study analyzes the response data of students by the DINA model of cognitive diagnostic assessment to diagnose the degree of difference for cognitive concept or skills among different levels students and different teaching models.