Development and Validation of a Cognitive Diagnostic Assessment with Ordered Multiple-Choice Items for Addition of Time

Chin, Huan; Meng, Chew Cheng; Lian, Lim Hooi; Thien, Lei Mee

doi:10.1007/s10763-021-10170-5

Cited by 6 publications

(6 citation statements)

References 45 publications

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“…The findings also indicated that NTCPS low-performing students performed significantly better in terms of process skills than NPS and NTTPS students. This is in line with the study by Chin et al ( 2022 ), Lim and Chan ( 1993 ), as well as Sia and Lim ( 2020 ). The strong computational skills of NTCPS low-performing students might result from the teachers’ practice in the mathematics classroom.…”

Section: Discussionsupporting

confidence: 93%

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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Section: Discussionsupporting

confidence: 93%

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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“…CDA is designed to measure students' specific knowledge structures and processing skills that cannot be directly observed, namely knowledge state or cognitive structure (Leighton & Gierl, 2007c), through which we can tell what cognitive attributes students have mastered or have not yet mastered. It can provide fine‐grained and individualized diagnostic information about students' learning, including individual student mastery of each attribute, so as to furnish meaningful feedback about students' strengths, weaknesses, and knowledge gaps in a given domain or skill and guide their learning process (Alves, 2012; Wu et al, 2012; Ye, 2005), based on which appropriate instructional strategies can be designed to tailored pupils' needs (Chin et al, 2022). There is great potential in providing remedial teaching strategies for students based on the results of cognitive diagnosis to promote students' learning, which is supported by a large number of studies (Ketterlin‐Geller & Yovanoff, 2009; Russell et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Cognitive diagnostic analysis of students' mathematical competency based on the DINA model

Sun

et al. 2023

Psychology in the Schools

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Considering the importance of mathematics in modern society, it is crucial to understand the cognitive processes involved in the acquisition of complex mathematical competency. As a new generation of evaluation theory, cognitive diagnosis has its unique advantages in personalized evaluation. Based on the mathematical cognitive framework of Trends in International Mathematics and Science Study (TIMSS)‐2011 and the Chinese mathematics curriculum, this research has formed a mathematical competency model composed of seven cognitive attributes. Sixty‐seven released mathematical items for the fourth grade in TIMSS‐2011 were used as assessment tools in this study. The deterministic inputs, noisy, “and” gate model was selected as the cognitive diagnosis model in this research, and the parameters of the model were evaluated according to the response data, based on which the effectiveness of the assessment tool was further verified, forming the evaluation framework of students' mathematical competency. This framework was used to analyze the data of 573 students' mathematical competency from Shanghai, China, specifically from three aspects: attribute mastery probability, learning path, and knowledge structure. Results show that students' performance in mastering attributes of mathematical cognition is excellent on the whole; some students' learning paths are leapfrog; there are certain differences in students' knowledge structure despite that they have the same total score. This research is performed as a systematic case study of the evaluation of students' mathematical competency and also provides a new perspective in assessing other knowledge and skills.

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“…Since it was reported in the 1980s, Cognitive Diagnostic Assessment (CDA) has attracted great interest, within the field of educational assessment (Haertel, 1989;Tatsuoka & Tatsuoka,1997;de la Torre, 2008;de la Torre et al, 2010;de la Torre & Minchen, 2014;Wang and Qiu 2019;Wu et al 2020;Chin 2021). Follow-up empirical studies in teaching and learning practice have provided evidence of the effectiveness of retrofitting large-scale test results, such as those from NAEP (de la Torre, 2008), SAT (Gierl et al, 2009) and PISA (Wu et al 2020).…”

Section: Introductionmentioning

confidence: 99%

Bridging Assessment and Learning A Cognitive Diagnostic Analysis of a Large-scale Spanish Proficiency Test

Wang

2023

PortaLin

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There is still relatively little research on cognitive diagnostic analysis of large-scale, high-stakes language tests to assess the individualized strengths and weaknesses of every learner, and even less on the accuracy and applicability of the feedback information in post-hoc learning. Using both cognitive diagnostic results of 1.933 test takers of a national Spanish test and qualitative data from their bachelor thesis drafts, the precision of the diagnostic feedbacks was examined to verify its usefulness for better literature review and discussion. The results showed that this method has an appropriate model fit with the test performance, and is able to determine specific skill profile of each test taker, which is not always consistent with the scores provided by classical test analysis. By triangulating the diagnostic reports and the literature review and discussion of the learners’ thesis drafts, it is clear that the cognitive diagnostic approach in a large-scale test can assess the reading skills more accurately and the feedbacks are valuable for remedying the future academic reading and thesis revision.

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Development and Validation of a Cognitive Diagnostic Assessment with Ordered Multiple-Choice Items for Addition of Time

Cited by 6 publications

References 45 publications

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

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

Cognitive diagnostic analysis of students' mathematical competency based on the DINA model

Bridging Assessment and Learning A Cognitive Diagnostic Analysis of a Large-scale Spanish Proficiency Test

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