Due to its novelty and relative complexity of its procedures, cognitive diagnostic assessment is still far from achieving its proper place in educational assessment. These models provide two sets of information to the test users: information on mastery/non-mastery patterns of sub-skills for test-takers and information on the diagnostic power of test items. Different statistical, psychometric models, called Cognitive Diagnostic Models (CDMs), have been proposed to extract this kind of information from both diagnostically and non-diagnostically designed tests. CDA has been instrumental in turning the attention of practitioners to more diagnostic, descriptive, and fine-grained levels of feedback. Cognitive Diagnostic Assessment (CDA) is a type of educational assessment that is designed to measure specific knowledge structures and processing skills in students so as to provide information about their cognitive strengths and weaknesses (Leighton & Gierl, 2007).
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