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swer reading comprehension questions correctly (Kasai, 1997). The “attributes” in educational measurement refer to the knowledge structures and processing skills required to complete the task (Leighton & Gierl, 2007). 

The classification of cognitive attributes varies in different research fields. Yan Cai, Shuliang Ding, and Dongbo Tu (蔡艳、丁树良、涂东波，2011) identified seven cognitive attributes of addition and subtraction in mathematics for elementary school students. Basic knowledge, addition and subtraction of fractions with the same denominator, addition and subtraction of fractions with general denominators, approximate denominators, and fractions with different denominators, and mixed operations of addition and subtraction of simplest fractions and fractions as a way to measure elementary school students’ ability in the cognitive attributes of mathematical addition and subtraction. In their study of the dynamic assessment of English listening among college students using the cognitive diagnostic model, Dong Yanyun, Ma Xiaomei, and Meng Yaru (董艳云、马晓梅、孟亚茹，2019) identify seven cognitive attributes of English listening, including phonological features, vocabulary and expressions, syntactic structure, facts and details, main idea, reasoning, and strategies. In the article of Cai Yan et al. (蔡艳等，2011), based on a cognitive diagnosis of English reading problem solving, eight cognitive attributes of senior high school English reading were identified as difficult vocabulary, compound sentence comprehension, understanding relationships between sentences, understanding of the rhetorical organization, reasoning, information matching, level of processing of correct options, and main idea.

2.2 Theoretical Basis

In this section, the cognitive diagnostic theory will be described, and the definition of the cognitive diagnostic model will be presented. In addition, the DINA cognitive diagnostic model required for this research will also be described.

2.2.1 Cognitive diagnostic theory

The cognitive diagnostic theory is a new stage in statistical test theory development. The standard test theory stage and the next generation test theory stage are the two primary stages of statistical test theory development. Classical test theory, generalization theory, and item response theory are all standardized test theories. These theories can emphasize the measurement and assessment of subjects’ ability level at the macro level but ignore the measurement and assessment of subjects’ internal mental processing of perceptions. And these theories are unable to reflect the internal mental processing mechanism of subjects’ responses in detail. With the advancement of psychometrics and cognitive psychology, people are becoming less satisfied with macro-level assessments of individual aptitude and more interested in learning about their internal micro-mental functioning (Mislevy, 1993). 

The publication of theory for a New Generation of Tests signaled the start of a new wave of test theory. Tests should be conducted under the research paradigm of “ability level” and “cognitive level” simultaneously, according to the new generation of test theory. This means that modern measurement and evaluation theory should not only focus on students’ performance but also go beyond the surface of performance to understand students’ knowledge behind their performance. Alternatively, to put 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。