本研究比較知識結構診斷評量程式所計算的六種量化指標與效標測驗間之關係，並且探討知識結構診斷評量與 S-P 表分析兩種認知診斷測驗的關聯性。本研究以臺北市286位國小學生為研究樣本，「數學科認知診斷成就測驗乙卷」為施測工具，「數學科認知診斷成就測驗甲卷」為效標，比較乙卷藉由知識結構診斷評量所計算的六種量化指標對甲卷的預測力，探討知識結構診斷評量程式六大指數與 S-P 表分析之注意係數與判定類別之間的關係。歸納研究結果的分析與討論，本研究可獲致下列幾點結論：
一、不同學力程度學生的知識結構有所不同。
二、知識結構診斷評量程式所計算的六種指標，對於效標分數具有預測力。
三、乙卷測驗之注意係數與判定類別對於甲卷測驗之得分具有預測效度，但是注意係數與路徑搜尋網路分析的各項指標相關較小，結合注意係數與學生答對率而成的判定類別與路徑搜尋網路分析的各指標相關較大。
四、S-P 表分析與路徑搜尋網路分析兩種認知診斷取向的分析結果具有一致性。

The purposes of this study were to explore the relationships among the six indices of the Program of Diagnostic Assessments of Knowledge Structures (PDAKS) and the criteria test. Besides, the study also explored the associations between the six indexes generated by PDAKS and the results analyzed by S-P chart analysis. To achieve goal, three on-line achievement tests were administrated to a sample of 286 elementary students in Taipei. The collected data were analysis by the PDAKS and Tester 2.0 computer software.
The main findings were as follows:
1. The knowledge structure maps among students of different scholastic-ability were different.
2. Significant correlations were found among the criteria test and the six indexes of PDAKS.
3. The Caution Index and Judgment Category generated by Diagnositc Assessment Test B were reliable predictors of the scores of Diagnostic Assessment Test A.
4. The analytical results of PDAKS were consisted with the indices generated by S-P chart analysis.