Application of Cognitive Diagnostic Model in Determining the Underlying Cognitive Skills of Performance in Ryon Progressive Matrix Test

The aim of this study was to determine the basic cognitive skills required to answer the questions of the Ryon IQ test and to identify the strengths and weaknesses of ninth grade students in this skill using cognitive diagnostic assessment models.

The present study is a descriptive research in terms of the type of datacollected and an applied research in terms of purpose. The statistical population of this study was all ninth grade students of public schools in Tehran in the academic year of 1994-95. Among the nineteen education districts, 700 male and female students were selected through cluster random sampling. First, with the help of experts in the field of intelligence, a Q matrix was formed which included the relationships between 8 basic skills and 60 Ryonn test questions and was analyzed using the non-compensatory DINA model with the help of CDM package in R software environment. Then, in order to determine the probability of the subjects' mastery in each of the skills by determining the cut-off point of 0.7 for the mastery limit, using the expected posterior method in the framework of the DINA model, the subjects in each of the skills were divided into two Dominant and non-dominant group.

The results of cognitive diagnostic assessment showed that the highest probability of mastery was related to stability and progress skills and in general, the subjects' status in all skills except two skills of thought mastery and quantitative reasoning was evaluated as desirable.

Considering the unfavorable situation of the subjects in the two skills of quantitative reasoning and mastery of thought over other skills, it can be concluded that students are weak in producing fast and fluid ideas and discovering mathematical relationships; Therefore, it is suggested that schools pay more attention to fostering students' creativity and assign them tasks that require brainstorming.