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International Comparative Study of Statistics Learning Trajectories Based on PISA Data on Cognitive Diagnostic Models.

ABSTRACT: The cognitive diagnosis model is an emerging evaluation theory. The mastery of fine-grained knowledge points of students can be obtained via the cognitive diagnostic model (CDM), which can subsequently describe the learning trajectory. The latter is a description of the learning progress of students in a specific area, through which teaching and learning can be linked. This research is based on nine statistical items in the Program for International Student Assessment (PISA) 2012 and an analysis of the response data of 30,092 students from 14 countries from four attributes based on CDM. Then, it obtains the learning trajectory of students in statistical knowledge. The study found that Bulgaria, Costa Rica, Peru, Mexico, and Serbia have the same learning trajectories. The learning trajectories of almost 14 countries are as follows: (1) uncertainty, (2) data handling, (3) statistical chart, and (4) average.

SUBMITTER: Jia B

PROVIDER: S-EPMC8329356 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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International Comparative Study of Statistics Learning Trajectories Based on PISA Data on Cognitive Diagnostic Models.

Jia Bing B Zhu Zhemin Z Gao Hang H

Frontiers in psychology 20210720

The cognitive diagnosis model is an emerging evaluation theory. The mastery of fine-grained knowledge points of students can be obtained <i>via</i> the cognitive diagnostic model (CDM), which can subsequently describe the learning trajectory. The latter is a description of the learning progress of students in a specific area, through which teaching and learning can be linked. This research is based on nine statistical items in the Program for International Student Assessment (PISA) 2012 and an a ...[more]

PMID: 34354630

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Project description:As one of the most influential international large-scale educational assessments, the Program for International Student Assessment (PISA) provides a valuable platform for the horizontal comparisons and references of international education. The cognitive diagnostic model, a newly generated evaluation theory, can integrate measurement goals into the cognitive process model through cognitive analysis, which provides a better understanding of the mastery of students of fine-grained knowledge points. On the basis of the mathematical measurement framework of PISA 2012, 11 attributes have been formed from three dimensions in this study. Twelve test items with item responses from 24,512 students from 10 countries participated in answering were selected, and the analyses were divided into several steps. First, the relationships between the 11 attributes and the 12 test items were classified to form a Q matrix. Second, the cognitive model of the PISA mathematics test was established. The liner logistic model (LLM) with better model fit was selected as the parameter evaluation model through model comparisons. By analyzing the knowledge states of these countries and the prerequisite relations among the attributes, this study explored the different learning trajectories of students in the content field. The result showed that students from Australia, Canada, the United Kingdom, and Russia shared similar main learning trajectories, while Finland and Japan were consistent with their main learning trajectories. The primary learning trajectories of the United States and China were the same. Furthermore, the learning trajectory for Singapore was the most complicated, as it showed a diverse learning process, whereas the trajectory in the United States and Saudi Arabia was relatively simple. This study concluded the differences of the mastery of students of the 11 cognitive attributes from the three dimensions of content, process, and context across the 10 countries, which provided a reference for further understanding of the PISA test results in other countries and shed some evidence for a deeper understanding of the strengths and weaknesses of mathematics education in various countries.

Project description:Partial Least Squares-Discriminant Analysis (PLS-DA) is a PLS regression method with a special binary 'dummy' y-variable and it is commonly used for classification purposes and biomarker selection in metabolomics studies. Several statistical approaches are currently in use to validate outcomes of PLS-DA analyses e.g. double cross validation procedures or permutation testing. However, there is a great inconsistency in the optimization and the assessment of performance of PLS-DA models due to many different diagnostic statistics currently employed in metabolomics data analyses. In this paper, properties of four diagnostic statistics of PLS-DA, namely the number of misclassifications (NMC), the Area Under the Receiver Operating Characteristic (AUROC), Q(2) and Discriminant Q(2) (DQ(2)) are discussed. All four diagnostic statistics are used in the optimization and the performance assessment of PLS-DA models of three different-size metabolomics data sets obtained with two different types of analytical platforms and with different levels of known differences between two groups: control and case groups. Statistical significance of obtained PLS-DA models was evaluated with permutation testing. PLS-DA models obtained with NMC and AUROC are more powerful in detecting very small differences between groups than models obtained with Q(2) and Discriminant Q(2) (DQ(2)). Reproducibility of obtained PLS-DA models outcomes, models complexity and permutation test distributions are also investigated to explain this phenomenon. DQ(2) and Q(2) (in contrary to NMC and AUROC) prefer PLS-DA models with lower complexity and require higher number of permutation tests and submodels to accurately estimate statistical significance of the model performance. NMC and AUROC seem more efficient and more reliable diagnostic statistics and should be recommended in two group discrimination metabolomic studies. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1007/s11306-011-0330-3) contains supplementary material, which is available to authorized users.

Project description:BackgroundGiven the complex and progressive nature of mild cognitive impairment (MCI), the ability to delineate and understand the heterogeneous cognitive trajectories is crucial for developing personalized medicine and informing trial design. The primary goals of this study were to examine whether different cognitive trajectories can be identified within subjects with MCI and, if present, to characterize each trajectory in relation to changes in all major Alzheimer's disease (AD) biomarkers over time.MethodsIndividuals with a diagnosis of MCI at the first visit and ≥ 1 follow-up cognitive assessment were selected from the Alzheimer's Disease Neuroimaging Initiative database (n = 936; age 73 ± 8; 40% female; 16 ± 3 years of education; 50% APOE4 carriers). Based on the Alzheimer's Disease Assessment Scale-Cognitive Subscale-13 (ADAS-Cog-13) total scores from baseline up to 5 years follow-up, a non-parametric k-means longitudinal clustering method was performed to obtain clusters of individuals with similar patterns of cognitive decline. We further conducted a series of linear mixed-effects models to study the associations of cluster membership with longitudinal changes in other cognitive measures, neurodegeneration, and in vivo AD pathologies.ResultsFour distinct cognitive trajectories emerged. Cluster 1 consisted of 255 individuals (27%) with a nearly non-existent rate of change in the ADAS-Cog-13 over 5 years of follow-up and a healthy-looking biomarker profile. Individuals in the cluster 2 (n = 336, 35%) and 3 (n = 240, 26%) groups showed relatively mild and moderate cognitive decline trajectories, respectively. Cluster 4, comprising about 11% of our study sample (n = 105), exhibited an aggressive cognitive decline trajectory and was characterized by a pronouncedly abnormal biomarker profile.ConclusionsIndividuals with MCI show substantial heterogeneity in cognitive decline. Our findings may potentially contribute to improved trial design and patient stratification.

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International Comparative Study of Statistics Learning Trajectories Based on PISA Data on Cognitive Diagnostic Models.

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International Comparative Study of Statistics Learning Trajectories Based on PISA Data on Cognitive Diagnostic Models.

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