Diagnostic Test Construction: Insights from Cognitive Diagnostic Modeling

Autor/inn/en	Ketabi, Somaye; Alavi, Seyyed Mohammed; Ravand, Hamdollah
Titel	Diagnostic Test Construction: Insights from Cognitive Diagnostic Modeling
Quelle	In: International Journal of Language Testing, 11 (2021) 1, S.22-35 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2476-5880
Schlagwörter	Diagnostic Tests; Test Construction; Goodness of Fit; Classification; Models; Guidelines; Test Validity; Test Items; Language Proficiency; Testing; Language Tests; Cognitive Processes + Suchen Sie Ihr Suchwort? Diagnostic test; Diagnostischer Test; Testaufbau; Classification system; Klassifikation; Klassifikationssystem; Analogiemodell; Richtlinien; Testvalidität; Test content; Testaufgabe; Language skill; Language skills; Sprachkompetenz; Testdurchführung; Testen; Language test; Sprachtest; Cognitive process; Kognitiver Prozess
Abstract	Although Diagnostic Classification Models (DCMs) were introduced to education system decades ago, it seems that these models were not employed for the original aims upon which they had been designed. Using DCMs has been mostly common in analyzing large-scale non-diagnostic tests and these models have been rarely used in developing Cognitive Diagnostic Assessment (CDA) from scratch. Despite the prevalence of "retrofitting" CDA studies, "true" applications of CDA are believed to be rare since, firstly, a coherent framework to conduct such studies had not been available and, secondly, researchers were not able to analyze various DCMs according to the same model fit indices and criteria. This paper presents a summary of different types of DCMs and reviews "true" and "retrofitting" CDA studies. Having examined the limitations of previous CDA studies, the present study argues for the implication and application of Ravand and Baghaei's (2019) framework to conduct "true" CDA studies. This framework is of importance since not only does it fit into prominent frameworks in education assessment such as Cognitive Design System and Assessment Triangle, but also it can provide test-developers with practical steps in conducting valid cognitive diagnostic tests. (As Provided).
Anmerkungen	Tabaran Institute of Higher Education. Shariati 60, Shariati Blvd, Ghasem Abad, Mashhad, Khorasan Razavi, Iran. Tel: +98 (51) 35227215; e-mail: ijlt@tabaran.ac.ir; Web site: http://www.ijlt.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01