Cognitive diagnostic assessment (CDA) has been applied to language assessment in a number of studies in which a diagnostic classification model (DCM) was retrofitted to the results of a non-diagnostic assessment. However, the need to apply CDA through utilization of an inductive rather than a retrofitted approach has been a recurrent theme in these studies. Thus, this study aimed to develop a diagnostic L2 reading comprehension test in English to investigate adult examinees’ reading performances in an EFL (English as a Foreign Language) academic setting. The test was based on a cognitive model of L2 reading comprehension and was administered to a sample of 1058 examinees across Turkey. The results were analyzed using log-linear cognitive diagnosis modeling (LCDM), which is one of the general DCM families subsuming other core DCMs. The findings of the study indicated that obtaining fine-grained diagnostic information about examinees’ performances in a given domain would be possible by coupling an adequate understanding of the construct with a CDA framework.

中文翻译：

---

检查成人 ELL 的 L2 阅读理解能力：在认知诊断评估框架内开发诊断测试

在许多研究中，认知诊断评估 (CDA) 已应用于语言评估，其中诊断分类模型 (DCM) 被改造为非诊断评估的结果。然而，在这些研究中，需要通过使用归纳法而不是改进法来应用 CDA 是一个反复出现的主题。因此，本研究旨在开发一种诊断性英语 L2 阅读理解测试，以调查成人考生在 EFL（英语作为外语）学术环境中的阅读表现。该测试基于 L2 阅读理解的认知模型，并针对土耳其各地 1058 名考生的样本进行了测试。使用对数线性认知诊断模型 (LCDM) 分析结果，该模型是包含其他核心 DCM 的一般 DCM 系列之一。