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Development and Validation of a Cognitive Diagnostic Assessment with Ordered Multiple-Choice Items for Addition of Time
International Journal of Science and Mathematics Education ( IF 2.051 ) Pub Date : 2021-03-21 , DOI: 10.1007/s10763-021-10170-5
Huan Chin , Cheng Meng Chew , Hooi Lian Lim , Lei Mee Thien

Cognitive Diagnostic Assessment (CDA) is an alternative assessment which can give a clear picture of pupils’ learning process and cognitive structures to education stakeholders so that appropriate instructional strategies can be designed to tailored pupils’ needs. Coincide with this function, the Ordered Multiple-Choice (OMC) items were incorporated into the CDA developed in this study. This paper describes the process of developing and validating a Cognitive Diagnostic Assessment with OMC items for assessing pupils’ attribute mastery on ‘Addition of Time’ and reports the psychometric properties of the items, the model-data fit, the attribute reliability and the overall reliability of the assessment. The sample of the study consisted of 30 Year Four National School (SK) pupils, 48 Year Four National-Type Chinese School (SJKC) pupils and 12 Year Four National-Type Tamil School (SJKT) pupils in Penang state, Malaysia. The data was analysed using two measurement models, namely Classical Test Theory and Attribute Hierarchy Method (AHM). The findings of the study indicated that the instrument developed consisted of good-quality OMC items with appropriate difficulty and high discrimination power. With the satisfactory model-data fit in AHM, the inference made about pupils’ attributes mastery based on their performance in CDA with OMC items was valid. The CDA with OMC items developed in this study was found to be reliable at both attribute level and assessment level. Perhaps, this instrument could be used in the mathematics classrooms for supporting teachers in diagnosing pupils’ cognitive strengths and weaknesses for ‘Addition of Time’.



中文翻译:

带有时间选择的多项选择项的认知诊断评估的开发和验证

认知诊断评估(CDA)是一种替代评估,可以向教育利益相关者清楚地显示学生的学习过程和认知结构,以便可以设计适当的教学策略来适应学生的需求。与此功能相匹配的是,有序多选(OMC)项已合并到本研究开发的CDA中。本文介绍了开发和验证使用OMC项目进行认知诊断评估以评估学生对“时间的增加”​​的属性掌握程度的过程,并报告了项目的心理计量学特性,模型数据拟合,属性可靠性和整体可靠性评估。研究样本包括30所四年制国立学校(SK)的学生,马来西亚槟城州48名四年级国立中文学校(SJKC)学生和12名四年级国立泰米尔语学校(SJKT)学生。使用两种测量模型对数据进行了分析,即经典测试理论和属性层次方法(AHM)。研究结果表明,该仪器是由高质量的OMC项目组成的,具有适当的难度和较高的辨别力。借助AHM中令人满意的模型数据拟合,基于学生在OMC项目的CDA中的表现对学生的属性掌握程度进行的推论是有效的。发现在这项研究中开发的带有OMC项的CDA在属性级别和评估级别都是可靠的。也许,

更新日期:2021-03-21
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