Research on Construction Method of Learning Paths and Learning Progressions Based on Cognitive Diagnosis Assessment

Autor/inn/en	Wu, Xiaopeng; Wu, Rongxiu; Zhang, Yi; Arthur, David; Chang, Hua-Hua
Titel	Research on Construction Method of Learning Paths and Learning Progressions Based on Cognitive Diagnosis Assessment
Quelle	In: Assessment in Education: Principles, Policy & Practice, 28 (2021) 5-6, S.657-675 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Xiaopeng) ORCID (Zhang, Yi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2021.1978387
Schlagwörter	Cognitive Measurement; Mathematics Skills; Learning Processes; Sequential Approach; Diagnostic Tests; Test Construction; Grade 8; Achievement Tests; Mathematics Achievement; Mathematics Tests; International Assessment; Multivariate Analysis; Item Response Theory; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Learning process; Lernprozess; Schrittfolge; Diagnostic test; Diagnostischer Test; Testaufbau; School year 08; 8. Schuljahr; Schuljahr 08; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathematical ability; Multivariate Analyse; Item-Response-Theorie
Abstract	Learning path and learning progression have received extensive attention from broad disciplines. The existing research In the field of learning path is rarely applied in curriculum learning and teaching. Learning progression is usually constructed through observations, interviews but not quantitative analyses. With 726 Grade 8 students' mathematical knowledge in TIMSS-2015 as the research object, this research adopted a newly generated assessment theory -- cognitive diagnosis assessment as the research tool and exploited methods such as K-means clustering analysis to construct learning path by combing the relationships among the attributes. We obtained the students' ability [voiceless dental fricatives] for each classified group through the 3PL model in the Item Response Theory (IRT) and constructed the learning progressions based on the [voiceless dental fricatives] and the attribute relationships. From a data-driven approach, this method has provided a new perspective as well as the data support for the construction of the learning paths and the learning progressions. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01