Cognitive diagnostic assessment with ordered multiple-choice items for word problems involving ‘Time’

Chin, Huan; Meng, Chew Cheng

doi:10.1007/s12144-022-02965-8

Cited by 3 publications

(2 citation statements)

References 47 publications

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“…In the elementary school context, Alves (2012) developed a CDA with a mixture of multiple-choice items and openended items for diagnosing students' cognitive strengths and weaknesses for 'two-digit numeral subtraction'. Recently, the CDAs with open-ended items (Sia & Lim, 2018) and ordered multiple-choice items (Chin et al, 2021a;Chin et al, 2021b;Chin & Chew, 2022) for the topic of 'Time' have also been developed.…”

Section: Introductionmentioning

confidence: 99%

“…Hence, the development of CDA on "Parallel and Perpendicular Lines" would support teachers in obtaining rich feedback about students' mastery of 'Parallel and Perpendicular lines' and align the instruction to support students' needs. Rather than using the classical test theory (Alves, 2012;Chin et al, 2021aChin et al, , 2021bChin & Chew, 2022) or the three-parameter logistic model item response theory (Brouddus, 2011), the CDA developed in this study was validated using Rasch Model which could produce the person-free and test-free ability estimates (Stemler & Naples, 2021). In other words, this study was conducted to fill the methodology gaps in the relevant literature.…”

Section: Introductionmentioning

confidence: 99%

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Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model

Chin

Meng

Yew

et al. 2022

Participatory Educational Research

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‘Parallel and Perpendicular Lines’ is an important topic that serves as a basis for the learning of a more advanced geometric concept in later years. Yet, this topic is hard to master by the students. To pinpoint students’ weaknesses in this topic, this study sought to develop a cognitive diagnostic assessment (CDA) to assess students’ mastery of ‘Parallel and Perpendicular Lines’. The validation of the CDA and the use of CDA in measuring students’ mastery of ‘Parallel and Perpendicular Lines’ was documented in this article. The content validation involved two subject matter experts, while the pilot test involved 154 Year Four students from Kedah state of Malaysia selected using cluster sampling. The experts' consensus on the relevancy of test items was captured by calculating the content validity index. The psychometric properties of items and reliability of assessment were analysed based on Rasch Measurement Model. The validity of the assessment content was supported with an acceptable content validity index of 1.00 (>.80). The findings of Rasch analysis span across all ranges of abilities level and hence fit students’ competence well. With an acceptable person separation index of 1.58 (> 1.50), person separation reliability of .74 (>.70), and KR-20 coefficient of .78 (>.70), the CDA developed is reliable. The findings of assessing students’ mastery level highlighted their weaknesses in defining the properties of perpendicular lines and drawing perpendicular lines. The findings of this study would encourage practitioners to utilise it in the mathematics classroom for diagnosing students’ weaknesses and hence plan for remedial instruction.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model

Chin

Meng

Yew

et al. 2022

Participatory Educational Research

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Higher-order thinking word problem-solving errors made by low-performing pupils: Comparative case study across school types in Malaysia

2022

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The achievement gaps existed among the three types of Malaysian elementary schools with different instruction mediums. Thus, this study sought to compare the types of errors made by the low-performing students from different school types in solving word problems involving higher-order thinking skills by conducting a multiple case study. The study involved 18 low-performing students from a National Primary School (NPS), National-Type Chinese Primary School (NTCPS), and National-Type Tamil Primary School (NTTPS) in Malaysia. The students’ errors in solving eight word problems were identified qualitatively through conducting four sessions of diagnostic interviews, followed by the Newman’s Error Analysis. Then, a cross-case analysis was conducted. The findings indicated that the participants of the three school types made reading, comprehension, transformation, process skills and encoding errors. However, the NPS and NTTPS low-performing students made more process skills errors and encoding errors, as compared to the NTCPS low-performing students. The findings imply the need to enhance the procedural fluency of NPS and NTTPS low-performing students for reducing the achievement gaps among the school types.

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Online Cognitive Diagnostic Assessment for Relationship of Time

Chin

Meng

2022

International Journal of Virtual and Personal Learning Environments

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Cognitive diagnostic assessment (CDA) is an essential classroom assessment that could provide high-specific diagnostic information. To support teachers' practical implementation of CDA in the mathematics classrooms, this study sought to develop an online CDA for assessing students' skills mastery of ‘relationship of time'. The study involved 90 grade four students in Penang state, Malaysia. With the excellent model-data fit, the inferences drawn about students' mastery attribute tested in the online CDA were valid. Therefore, the online CDA could be a useful tool for mathematics teachers to pinpoint students' cognitive strengths and weaknesses on ‘relationship of time'.

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Cognitive diagnostic assessment with ordered multiple-choice items for word problems involving ‘Time’

Cited by 3 publications

References 47 publications

Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model

Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model

Higher-order thinking word problem-solving errors made by low-performing pupils: Comparative case study across school types in Malaysia

Online Cognitive Diagnostic Assessment for Relationship of Time

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