本文是一篇商务英语论文，本研究不仅为商务英语听力测试提供了理论支持，还为未来的认知诊断评估研究提供了实证依据。通过深入分析学生的认知属性掌握情况，我们可以更有针对性地设计教学方案，帮助学生更有效地提高商务英语听力技能。
Chapter One Introduction
1.1 Background of the study
In 2020, the Central Committee of the Communist Party of China and the State Council issued the "Overall Plan for Deepening the Reform of Education Evaluation in the New Era," which highlights "making full use of information technology to enhance the scientific, professional, and objective nature of educational evaluation." According to the plan, teachers should adopt scientific and effective approaches, refine outcome assessments, strengthen process evaluations, explore value-added assessments, and establish comprehensive evaluation systems, make full use of information technology to enhance the scientific, professional, and objective nature of educational assessments. In March 2021, the Ministry of Education, the Central Organization Department, the Central Office of the Central Committee, the National Development and Reform Commission, the Ministry of Finance, and the Ministry of Human Resources and Social Security of China issued the "Guidelines for the Quality Evaluation of Compulsory Education," underscoring the importance for teachers to refine students' academic assessment methods and diversify evaluative approaches. While, currently, majority of teachers still use the traditional scoring evaluation system. To promote transformation in evaluation system, teachers must be aware of students’ knowledge frameworks and psychological profiles. The application of cognitive diagnostic theory enables the analysis of students’ knowledge structures and psychological traits through Q-Matrix, thereby rendering educational assessments scientific. To be further, the cognitive diagnostic results can also inform teaching practices, enabling teachers to employ personal strategies to assist students improving their learning outcomes.
1.2 Purpose and significance of the present study
This study, is also an exploration, takes a look at the application of Cognitive Diagnostic Assessment, or CDA for short, within the realm of business English listening tests. This instrument, which is what we refer to as CDA, possesses several advantages that one could argue are superior when compared to the traditional methods of language testing that have been in use for quite some time. In educational settings, it becomes a tool that one may find quite valuable, indeed. Now, when we talk about traditional language tests, they usually provide, more or less, a single score or perhaps a few subscores that, in the end, sum up or conclude a student’s performance in a rather simplistic manner. This, one might say, can give an indication of general proficiency, but it often lacks the depth and nuance that one might desire. It is somewhat like a painting that shows only the broad strokes but misses the finer details that tell a whole story. In contrast, the CDA approach, which one might describe as more intricate, aims to delve deeper into the specifics of what a student knows or does not know, and this method, therefore, stands in stark contrast to the more traditional approaches. It could be said that while the traditional tests offer a glimpse, the CDA provides a more comprehensive view, albeit in a manner that is less straightforward. The differences are notable, and one could argue that they highlight the limitations of conventional testing in capturing the true essence of a learner’s abilities in the complex field of business English listening. It is often the case that understanding the specific strengths and weaknesses of students can be quite challenging, and this is where CDA comes into play, or so it is said. CDA, which stands for something related to diagnostics, aims to identify particular knowledge structures and processing skills that students may possess or lack (Fan, 2021). This suggests that teachers might receive some kind of detailed information regarding which specific as
