A Cognitive Diagnostic Assessment Study of the Listening Test of the Singapore-Cambridge General Certificate of Education O-Level: Application of DINA, DINO, G-DINA, HO-DINA, and RRUM

Autor/in	Aryadoust, Vahid
Titel	A Cognitive Diagnostic Assessment Study of the Listening Test of the Singapore-Cambridge General Certificate of Education O-Level: Application of DINA, DINO, G-DINA, HO-DINA, and RRUM
Quelle	In: International Journal of Listening, 35 (2021) 1, S.29-52 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aryadoust, Vahid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-4018
DOI	10.1080/10904018.2018.1500915
Schlagwörter	Listening Comprehension Tests; Cognitive Measurement; Models; Foreign Countries; Secondary School Students; High Stakes Tests; Goodness of Fit; Singapore + Suchen Sie Ihr Suchwort? Hörverstehensübung; Analogiemodell; Ausland; Sekundarschüler; Singapur
Abstract	This study investigates the underlying structure of the listening test of the Singapore-Cambridge General Certificate of Education (GCE) exam, comparing the fit of five cognitive diagnostic assessment models comprising the deterministic input noisy "and" gate (DINA), generalized DINA (G-DINA), deterministic input noisy "or" gate (DINO), higher-order DINA (HO-DINA), and the reduced reparameterized unified model (RRUM). Through model-comparisons, a nine-subskill RRUM model was found to possess the optimal fit. This study shows that students' listening test performance depends on an array of test-specific facets, such as the ability to eliminate distractors in multiple-choice questions alongside listening-specific subskills such as the ability to make inferences. The validated list of the listening subskills can be employed as a useful guideline to prepare students for the GCE listening test at schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01