By linking the previously identified dominant learning path—(0000000) → (0000010) → (0100010) → (0100011) → (0110011)→(0110111)→(0111111) → (1111111)—to the corresponding ability estimates, a clear trend emerges: students who master a greater number of attributes tend to exhibit progressively higher ability levels.
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Construction of Learning Pathways and Learning Progressions for High School English Reading Comprehension Based on Cognitive Diagnostic Assessment.
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