Evaluating a Model for Developing Cognitively Diagnostic Adaptive Assessments: The Case of Young Children's Length Measurement

Autor/inn/en	Clements, Douglas H.; Sarama, Julie; Tatsuoka, Curtis; Banse, Holland; Tatsuoka, Kikumi
Titel	Evaluating a Model for Developing Cognitively Diagnostic Adaptive Assessments: The Case of Young Children's Length Measurement
Quelle	In: Journal of Research in Childhood Education, 36 (2022) 1, S.143-158 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clements, Douglas H.) ORCID (Sarama, Julie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2021.1895921
Schlagwörter	Cognitive Tests; Diagnostic Tests; Adaptive Testing; Computer Assisted Testing; Elementary School Students; Grade 1; Grade 2; Mathematics Tests; Developmental Stages; Geometric Concepts; Measurement + Suchen Sie Ihr Suchwort? Kognitiver Fähigkeitstest; Diagnostic test; Diagnostischer Test; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Elementare Geometrie; Messverfahren
Abstract	We report on an innovative computer-adaptive assessment, the Comprehensive Research-based Early Math Ability Test (CREMAT), using the case of 1st- and 2nd-graders' understanding of geometric measurement. CREMAT was developed with multiple aims in mind, including: (1) be administered with a reasonable number of items, (2) identify the level(s) of thinking at which the child is operating for each developmental progression (domain) of significant mathematics, and (3) provide information about specific concepts and skills that constitute the cognitive components of thinking involved in various tasks. CREMAT relies on Q-Matrix theory and a resulting blend of sophisticated psychometric and statistical techniques (Rule Space Method, poset models) to determine not only students' overall performance but also their specific level of thinking along developmental progressions. Results indicated that the current tests range from satisfactory to excellent in their ability to diagnose 1st- and 2nd-graders' understanding of measurement, but also suggest revisions and implications for the approach. We conclude with a description of why CREMAT is important for early childhood practitioners' ability to formatively assess and document children's progress in learning math. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01