Considerations for Using Mathematical Learning Progressions to Design Diagnostic Assessments

Ketterlin-Geller, Leanne R.; Shivraj, Pooja; Basaraba, Deni; Yovanoff, Paul

doi:10.1080/15366367.2018.1479087

Cited by 7 publications

(4 citation statements)

References 30 publications

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“…The second step is to identify a set of attributes assessed in a test and attribute specifications by determining hierarchical relationships among attributes, known as a cognitive model. A cognitive model or an attribute specification demonstrates students' thinking process as they are doing the test (Ketterlin-Geller et al, 2019). The construction of a cognitive model requires a consideration of the hierarchical relationships among attributes in accordance with relevant theories and research findings.…”

Section: ) Specifying and Validating Attribute Specificationsmentioning

confidence: 99%

Sex and Grade Issues in Influencing Misconceptions about Force and Laws of Motion: An Application of Cognitively Diagnostic Assessment

Wancham¹,

Tangdhanakanond²,

Kanjanawasee³

2023

INT J INSTRUCTION

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Section: ) Specifying and Validating Attribute Specificationsmentioning

confidence: 99%

Sex and Grade Issues in Influencing Misconceptions about Force and Laws of Motion: An Application of Cognitively Diagnostic Assessment

Wancham¹,

Tangdhanakanond²,

Kanjanawasee³

2023

INT J INSTRUCTION

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“…Augmented with supplemental information on item content and a construct map illustrating the relevant learning progressions (Alonzo & Steedle, 2009;Black et al, 2011;Ketterlin-Geller et al, 2019;Wilson, 2005Wilson, , 2009 di Uccio et al, 2020), the Figure 2 (Black & Wiliam, 1998. Items incorporating partial credit assignments, such as 107 and 108 in Figure 2, may offer added value by alerting the student and teacher to the presence of misconceptions (Andrich & Styles, 2011;Masters, 1982;Wind et al, 2019).…”

Section: Prototypementioning

confidence: 99%

Rethinking Educational Assessment from the Perspective of Design Thinking

Fisher

Oon

Benson³

2021

EDeR

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Because human processes are subtle, complex, and contextualized, computational representations of those processes face highly significant unmet design challenges. Design Thinking (DT) offers a potential new paradigm of creativity and innovation in education capable of effecting meaningful culture change. DT is nonlinear but encompasses elements of empathy, problem definition, ideation, prototyping, and tests that may freely move as needed from and to each other. DT's empathic focus on end users' needs suggests educational measurement's information infrastructures will have to coherently integrate assessment and instruction across multiple levels of complexity in communication. Applying DT reveals the need to attend to previously undeveloped technical issues in communication. Especially important are developmental, horizontal, and vertical forms of coherence, and denotative, metalinguistic, and metacommunicative levels of complexity. New solutions emerge when classrooms are reconceived as meta-design ecosystem niches of creativity and innovation structured from the bottom up by flows of self-organizing information. Recently identified correspondences between educational measurement and metrology support efforts aimed at developing multilevel common languages for the communication of learning outcomes. Prototype reports illustrate how emergent measured constructs can be brought into language in ways that integrate developmental, horizontal, and vertical coherence across levels of complexity. Coherent information infrastructures of these kinds are capable of adapting to new circumstances as populations of persons and items change, doing so without compromising the continuity of comparisons or the uniqueness of locally situated knowledge and practices.

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“…Mathematics 2021, 9, x FOR PEER REVIEW 4 of 21 novice teachers more accurately understand their students' thinking, they can reformulate questions and tasks to be better suited to the way their students think. By doing this, teachers can recognize where students are in the learning process and identify the misconceptions or errors that underlie the student's understanding; this ultimately serves the goal of diagnostic assessments-informing teachers' instructional design and delivery [44].…”

Section: Teachers' Problem Posing-eliciting and Interpretingmentioning

confidence: 99%

Building Preservice Teachers’ Diagnostic Competence: An Exploratory Study in the Domain of Fractions

2021

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In this study, we explored elementary preservice teachers’ (PSTs’) competence to make diagnostic inferences about students’ levels of understanding of fractions and their approaches to developing appropriate tiered assessment items. Although recent studies have investigated beginning teachers’ diagnostic competency, teachers’ ability to design and evaluate diagnostic assessment items has remained largely underexplored. Fifty-seven PSTs, who enrolled in a mathematics methods course at a midwestern university in the U.S., participated in developing and attempting to differentiate diagnostic assessment items considering individual students’ varied levels of understanding. An inductive content analysis approach was used in identifying general patterns of PSTs’ approaches and strategies in designing and revising tiered assessment items. Our findings revealed the following: (a) the PSTs were well versed in students’ cognitive difficulties; (b) when modifying the core questions to be more or less difficult, the PSTs predominantly used strategies related to procedural fluency of the questions; and (c) some strategies PSTs used to modify questions did not necessarily yield the intended level of difficulty. Further, we discussed the challenges and opportunities teacher education programs face in teaching PSTs how to effectively design tiered assessment items.

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Considerations for Using Mathematical Learning Progressions to Design Diagnostic Assessments

Cited by 7 publications

References 30 publications

Sex and Grade Issues in Influencing Misconceptions about Force and Laws of Motion: An Application of Cognitively Diagnostic Assessment

Sex and Grade Issues in Influencing Misconceptions about Force and Laws of Motion: An Application of Cognitively Diagnostic Assessment

Rethinking Educational Assessment from the Perspective of Design Thinking

Building Preservice Teachers’ Diagnostic Competence: An Exploratory Study in the Domain of Fractions

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