Abstract: Dynamic Assessment and Cognitively Diagnostic are two common measurement modes. The former is concerned with the individual potential development, but fails to explain the psychological substance of the potential ability. The latter is able to measure the cognitive process of the current level, but not the potential. However, Practice requires that we not only pay attention to the potential ability, but also the further psychological interpretation of the potential. The study from the basic psychometric model: MRMLC and MLTM for MS, attempts to build the dynamic assessment program based on cognitive diagnose and puts forward the corresponding statistical analysis method. To confirm the feasibility of the assessment program and statistical methods, a case study of children’s reasoning ability is developed. 182 children, who were selected from Grade four to Grade six in one pirmary school participated in the program of Dynamic Assessment based on Cognitive Diagnose. At last, the statistic method proposed by the study was used to analyze and compare the result of the assessment. The results show that (1) the program of dynamic assessment based on cognitive diagnose can be realized and the statistic method is also feasible; (2) the program proposed by this study can not only measure the potential ability, but also the change of the cognitive component and strategies; (3) the comparison of the different grades display that, higher primary school pupils are better and more adept at using more complex, more effective cognitive component and strategies.

Key words: Cognitively Diagnostic Assessment, Dynamic Assessment, Figure Reasoning, MLTM for MS, MRMLC

摘要： 认知诊断和动态评估是两种常见的、不同的测量模式。以两者基本的心理计量模型：MLTM for MS和MRMLC相结合作为切入点，提出了基于认知诊断的动态评估方案及其测量结果的统计分析方法。为探讨该方案和统计分析方法的可行性，以儿童图形推理能力为例展开实证研究。研究结果表明：（1）基于认知诊断的动态评估方案是可以实现的、其统计分析方法也是可行的；（2）基于认知诊断的动态评估方案不仅可以测量潜在水平，还可以测量其涉及的认知成分和策略的变化；（3）年级间的比较结果显示，无论是当前水平还是潜在水平，高年级儿童都更擅长采用较复杂、有效的认知加工成分和策略。

关键词: 认知诊断, 动态评估, 图形推理, MLTM for MS, MRMLC