Cognitive diagnostic assessment based on knowledge structure

The purpose of this study is to provide an integrated method of fuzzy theory basis for individualized concept structure analysis. In order to insight the misconception of learning basic mathematics and progress teaching. This method integrates Fuzzy Logic Model of Perception (FLMP) and Interpretive Structural Modelling (ISM). The combined algorithm could analyze individualized concepts structure based on the comparisons with concept structure of expert. In this paper, some well-known knowledge structure assessment methods will be discussed. For item connection, Bart et al ordering theory and Takeya’s item relational structure provided ordering coefficient to construct item relationships and hierarchies. For concepts or skills connection, Warfield’s ISM and Lin et al Concept Advanced Interpretive Structural Modelling (CAISM) provided to construct graphic relationship among elements and display the individualized concept hierarchy structure by numeric and picture. Samples contain 427 which come from Min-Hwei Junior College. Subjects were analyzed by CAISM. It shows the traditional assessment is not the only criteria; it must be combined with other assessment tools. The result shows that CAISM gives meaningful learning and lacks of learners.