Abstract
This paper discusses how cognitive diagnostic assessment can be used as an alternative assessment for learning the topic of “time” in primary mathematics. Cognitive diagnostic assessment is an assessment that can provide meaningful feedback on student’s cognitive strengths and weaknesses. The one described here was initially developed by the researchers and validated by a panel of seven expert primary mathematics teachers. It was then administrated to 127 Grade Six (12 years old) students. In this paper, several examples are given to illustrate how cognitive diagnostic assessment could be used as an assessment for learning. The limitations of using this approach as well as future research directions are also discussed.
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