Problem-solving strategies, defined as actions people select intentionally to achieve desired objectives, are distinguished from skills that are implemented unintentionally. In education, strategy-oriented instructions that guide students to form problem-solving strategies are found to be more effective for low-achieving students than the skill-oriented instructions designed for enhancing their skill implementation ability. Although the existing longitudinal cognitive diagnosis models (CDMs) can model the change in students' dynamic skill mastery status over time, they are not designed to model the shift in students' problem-solving strategies. This study proposes a longitudinal CDM that considers both between-person multiple strategies and within-person strategy shift. The model, separating the strategy choice process from the skill implementation process, is intended to provide diagnostic information on strategy choice as well as skill mastery status. A simulation study is conducted to evaluate the parameter recovery of the proposed model and investigate the consequences of ignoring the presence of multiple strategies or strategy shift. Further, an empirical data analysis is conducted to illustrate the use of the proposed model to measure strategy shift, growth in skill implementation ability and skill mastery status.

中文翻译：

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在认知诊断中对多种问题解决策略和策略转变进行建模以促进增长

解决问题的策略，定义为人们有意选择以实现预期目标的行动，有别于无意实施的技能。在教育中，发现引导学生形成解决问题策略的策略导向指令比旨在提高他们技能实施能力的技能导向指令对成绩差的学生更有效。尽管现有的纵向认知诊断模型 (CDM) 可以模拟学生动态技能掌握状态随时间的变化，但它们并非旨在模拟学生解决问题策略的转变。本研究提出了一种纵向 CDM，它同时考虑了人与人之间的多重策略和人内策略转变。该模型，将策略选择过程与技能实施过程分开，旨在提供有关策略选择和技能掌握状态的诊断信息。进行了模拟研究以评估所提出模型的参数恢复，并研究忽略存在多种策略或策略转移的后果。此外，还进行了实证数据分析，以说明使用所提出的模型来衡量战略转变、技能实施能力的增长和技能掌握状态。