scholarly journals Editorial: Cognitive Diagnostic Assessment for Learning

2021 ◽  
Vol 12 ◽  
Author(s):  
Peida Zhan ◽  
Feiming Li ◽  
Hong Jiao
Keyword(s):  
Assessment For Learning ◽  
Diagnostic Assessment ◽  
Cognitive Diagnostic Assessment

scholarly journals Does Diagnostic Feedback Promote Learning? Evidence From a Longitudinal Cognitive Diagnostic Assessment

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110608
Author(s):  
Fang Tang ◽  
Peida Zhan
Keyword(s):  
Incorrect Response ◽  
Assessment For Learning ◽  
Diagnostic Assessment ◽  
Cognitive Diagnostic Assessment ◽  
Response Feedback ◽  
Diagnostic Feedback ◽  
Quasi Experiment

Assessment for learning emphasizes the importance of feedback to promote learning. To explore whether cognitive diagnostic feedback (CDF) promotes learning and whether it is more effective than traditional feedback in promoting learning, this study conducted a quasi-experiment by utilizing a longitudinal cognitive diagnostic assessment to compare the effect of three feedback modes on promoting learning, including CDF, correct–incorrect response feedback (CIRF), and no feedback. The results provided some evidence for the conclusion that CDF can promote students’ learning and is more effective than CIRF in promoting learning, especially in more challenging areas of knowledge.

Developing individualized feedback for listening assessment: Combining standard setting and cognitive diagnostic assessment approaches

2021 ◽  
pp. 026553222199547
Author(s):  
Shangchao Min ◽  
Lianzhen He
Keyword(s):  
Large Scale ◽  
Standard Setting ◽  
Diagnostic Assessment ◽  
Efl Learners ◽  
Cognitive Diagnostic Assessment ◽  
Item Level ◽  
Language Assessments ◽  
Individualized Feedback ◽  
Proficiency Classifications ◽  
Acceptable Reliability

In this study, we present the development of individualized feedback for a large-scale listening assessment by combining standard setting and cognitive diagnostic assessment (CDA) approaches. We used the performance data from 3358 students’ item-level responses to a field test of a national EFL test primarily intended for tertiary-level EFL learners. The results showed that proficiency classifications and subskill mastery classifications were generally of acceptable reliability, and the two kinds of classifications were in alignment with each other at individual and group levels. The outcome of the study is a set of descriptors that describe each test taker’s ability to understand certain level of oral texts and his or her cognitive performance. The current study, by illustrating the feasibility of combining standard setting and CDA approaches to produce individualized feedback, contributes to the enhancement of score reporting and addresses the long-standing criticism that large-scale language assessments fail to provide individualized feedback to link assessment with instruction.

scholarly journals An International Comparative Study of Students' Scientific Explanation Based on Cognitive Diagnostic Assessment

2021 ◽  
Vol 12 ◽  
Author(s):  
Tao Hu ◽  
Jing Yang ◽  
Rongxiu Wu ◽  
Xiaopeng Wu
Keyword(s):  
Scientific Explanation ◽  
Deep Understanding ◽  
The United States ◽  
Diagnostic Assessment ◽  
Test Items ◽  
Cognitive Diagnostic Assessment ◽  
Knowledge States ◽  
Core Concepts ◽  
International Comparative ◽  
New Perspective

Scientific explanation is one of the most core concepts in science education, and its mastery level is crucial for a deep understanding of the nature of science. As a new generation of assessment theory, cognitive diagnostic assessment (CDA) can get the knowledge of students' mastery of fine-grained knowledge. Based on the extant research, this research has formed eight attributes of scientific explanation concepts. By coding the Trends in International Mathematics and Science Study (TIMSS) test items, a CAD tool was formed. Data collected from 574 Grade 4 students in Hangzhou, China, combined with the data of the United States, Singapore, Australia, the United Kingdom, and Russia, were used in our study. The Deterministic Inputs, Noisy “And” gate (DINA) model was used to analyze the results from three aspects: the probability of mastery of attributes, the international comparison of knowledge states, and the analysis of learning paths. This study provided a new perspective from a CDA approach on the assessment of scientific explanation.

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