Diagnosing Primary Students' Reading Progression: Is Cognitive Diagnostic Computerized Adaptive Testing the Way Forward?

Autor/inn/en	Li, Yan; Huang, Chao; Liu, Jia
Titel	Diagnosing Primary Students' Reading Progression: Is Cognitive Diagnostic Computerized Adaptive Testing the Way Forward?
Quelle	In: Journal of Educational and Behavioral Statistics, 48 (2023) 6, S.842-865 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Yan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9986
DOI	10.3102/10769986231160668
Schlagwörter	Computer Assisted Testing; Cognitive Tests; Diagnostic Tests; Reading Tests; Reading Comprehension; Test Items; Accuracy; Efficiency; Formative Evaluation; Item Banks; Foreign Countries; China + Suchen Sie Ihr Suchwort? Kognitiver Fähigkeitstest; Diagnostic test; Diagnostischer Test; Lesetest; Leseverstehen; Test content; Testaufgabe; Effectiveness; Effektivität; Wirkungsgrad; Ausland
Abstract	Cognitive diagnostic computerized adaptive testing (CD-CAT) is a cutting-edge technology in educational measurement that targets at providing feedback on examinees' strengths and weaknesses while increasing test accuracy and efficiency. To date, most CD-CAT studies have made methodological progress under simulated conditions, but little has applied CD-CAT to real educational assessment. The present study developed a Chinese reading comprehension item bank tapping into six validated reading attributes, with 195 items calibrated using data of 28,485 second to sixth graders and the item-level cognitive diagnostic models (CDMs). The measurement precision and efficiency of the reading CD-CAT system were compared and optimized in terms of crucial CD-CAT settings, including the CDMs for calibration, item selection methods, and termination rules. The study identified seven dominant reading attribute mastery profiles that stably exist across grades. These major clusters of readers and their variety with grade indicated some sort of reading developmental mechanisms that advance and deepen step by step at the primary school level. Results also suggested that compared to traditional linear tests, CD-CAT significantly improved the classification accuracy without imposing much testing burden. These findings may elucidate the multifaceted nature and possible learning paths of reading and raise the question of whether CD-CAT is applicable to other educational domains where there is a need to provide formative and fine-grained feedback but where there is a limited amount of test time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01