A diagnostic test for math literacy cognitive competencies

Over the recent decade cognitive diagnostic measurement approach in spite of the prevalent (common) educational measurement approaches such as classic theory and item-response theory has attained a special status, because this approach integrates cognition theories with learning so as to provide a profile of students’ cognitive competencies. With regard to such approach, a diagnostic test concerning students’ math literacy cognitive competencies consisting of 20 questions based on cognitive model of PISA (2012) was devised. The test included Communication & Using symbolic, formal and technical language and operations; Mathematising & Representation; Reasoning & Argument and Devising strategies for solving problems. The statistical population of the present research consisted of 10th grade students in the field of mathematics, science and literature, during the academic year of 1392-1393. Through Probability Proportional to Size approach, a sample of 688 students was selected and the test was administered. Students’ responses were analyzed by using DINA model and R software. Diagnostic capacity of test at the item level and producing students’ competency profiles were reported. The research findings indicated that through a diagnostic test based on cognitive competencies and by using DINA model, students’ competency profile could be identified.