Development and validation of online cognitive diagnostic assessment with ordered multiple-choice items for ‘Multiplication of Time’

Chin, Huan; Meng, Chew Cheng; Lian, Lim Hooi

doi:10.1007/s40692-020-00180-7

Cited by 10 publications

(12 citation statements)

References 41 publications

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“…Multiple-choice test questions consist of the subject matter carrier and answer choices. The main issuer can be stated in the form of a rudimentary question or statement which is often called a stem, while the answer choices can be in the form of words, numbers or sentences and are often called options (Chin et al, 2021). The answer choices consist of the correct answer or the most correct answer which is called the answer key and the possible wrong answer is called a distractor (distractor/decoy/fails), but allows someone to choose it if they do not master the material asked in the question (Hingorjo & Jaleel, 2012;Sahoo & Singh, 2017).…”

Section: Discussionmentioning

confidence: 99%

Profile of the ability of prospective Biology teachers in making question instruments using Bloom's Taxonomy

Idris

Ferazona

safitri

2021

REiD

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The purpose of this study is to determine students' ability to make Bloom's taxonomy questions. The study was conducted on students in the 5th semester of the 2020/2021 academic year who were taking evaluation courses and learning achievement techniques with a sample of 62 people. This research is a descriptive study using a checklist sheet as the main instrument that has been content validated by experts, questionnaires, and interviews as supporting data. Data were analyzed using the quantitative descriptive method. The results of the research show that students have very good abilities in making Bloom's taxonomy questions for the lower other thinking skills category with a percentage of 92.22% with details C1 100%, C2 95%, and C3 81.67%, while the students' ability in making questions with a higher level of other thinking skills is in the very poor category with a percentage of 44.17% with C4 54.17%, C5 46.67% and C6 31.17%. In addition, based on the form of questions, students' ability to design essay questions (74.17%) is better than multiple-choice questions (62.22%). The conclusion of this study is the ability of students to make questions based on Bloom's Taxonomy is in the fairly good category, with a percentage of 78.06%.

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Section: Discussionmentioning

confidence: 99%

Profile of the ability of prospective Biology teachers in making question instruments using Bloom's Taxonomy

Idris

Ferazona

safitri

2021

REiD

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“…An example of a Q-matrix is showed in Table 1. Constructing the Q-matrix requires three steps as follows: (Cai et al, 2018;Chin et al, 2021) Table 1 An example of a Q-matrix…”

Section: ) Constructing and Validating The Q-matrixmentioning

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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“…CDA is a learning theory and psychrometric model used to analyse students' performance in depth for each ability evaluated and may be presented statistically for references. For example, the study of (Chin et al, 2021) on the design of CDA for time multiplication in primary schools in Malaysia. The study focused on developing and validating an online CDA that used ordered multiple-choice (OMC) questions to assess students' grasp of 'Multiplication of Time' attributes.…”

Section: Introductionmentioning

confidence: 99%

Consistent or Inconsistent? Expert-based Cognitive Model vs Student-based Response Cognitive Model of Cognitive Diagnostic Assessment in Factorisation of Algebraic Fractions

Noor¹,

Lian²

2022

IJARPED

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This study aims to discuss the process of developing a Cognitive Diagnostic Assessment combination with cognitive models for assessing students' mastery of algebraic skills. It also highlights the factors considered in the development of the CDA. The integrated assessment triangle's theoretical framework and evidence-centred design is used to guide the development and validation of the hierarchical attribute method (AHM), expert-based cognitive model, student-response cognitive model, and the use of the simulation of the Hierarchical Consistency Index (HCI) to assess the consistency of the two models. It began with the critical phase of producing a high-quality CDA, where experts would define the related attributes and items based on the DSKP, textbook and related documents and a pilot test of open-ended questions distributed to students. The details of CDA's development and the construction of its components, such as cognitive models and psychometric analyses, are also discussed.

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Development and validation of online cognitive diagnostic assessment with ordered multiple-choice items for ‘Multiplication of Time’

Cited by 10 publications

References 41 publications

Profile of the ability of prospective Biology teachers in making question instruments using Bloom's Taxonomy

Profile of the ability of prospective Biology teachers in making question instruments using Bloom's Taxonomy

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

Consistent or Inconsistent? Expert-based Cognitive Model vs Student-based Response Cognitive Model of Cognitive Diagnostic Assessment in Factorisation of Algebraic Fractions

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