Abstract
In cognitive diagnostic modeling research, one area that has not had enough research interests is remedial learning or instruction based on the information provided by cognitive diagnostic assessment (CDA). The present study tries to address this research gap by looking into the usefulness of the fine-grained score reports based on CDA in two different ways, i.e., a post-test and a survey inquiring about the perceived effectiveness of the score report that provided the skill profile of individual students. Another significance of the current research is that it attempted to introduce cognitive diagnostic assessment into a regular school exam unlike most previous studies that retrofitted to the existing tests. College students in Korea participated in the study, who were encouraged to do self-regulated learning utilizing the detailed information in the CDA-based score report. The results of the post-test and the survey were positive overall, supporting the utility of CDA-generated performance reports. The article ends with some suggestions for future research based on the limitations of the study.
Highlights
The purpose of this article is to evaluate the usefulness of score reporting based on cognitive diagnostic assessment (CDA) in actual classroom settings
The linear cognitive diagnosis model (LCDM) takes a similar approach to ANOVA and the attributes in each item are statistically tested with intercepts, main effects, and interaction parameters
The second question in the survey sought a response about the usefulness of the information provided in the cognitive diagnostic score report. It asked which information was the most helpful out of the three types: (1) the table that shows each correct (O) and incorrect (X) item and the attribute(s) of each item; (2) the mastery profile produced by the cognitive diagnostic assessment, informing their strengths and weaknesses and giving directions for future studies; and (3) a table that provides the mastery probability of each attribute estimated by the cognitive diagnostic assessment
Summary
The purpose of this article is to evaluate the usefulness of score reporting based on cognitive diagnostic assessment (CDA) in actual classroom settings It aims to provide implications for developing more detailed score reports as well as reporting strategies in order to elicit students’ self-directed learning acted on the fine-grained information that CDA can produce for stakeholders of language testing. Item response theory (IRT) has overcome some limitations of classical test theory (CTT) and has been successfully applied for the unidimensional, continuous scaling of examinees in major subject or cognitive areas. Though such psychometric modeling is very useful and psychometrically reliable for summative assessment, it could not solve an essential problem in educational assessment. For more than three decades, researchers have suggested that tests be
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