Development of Cognitive Diagnostic Assessment

8/17/2019 Development of Cognitive Diagnostic Assessment

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Identifying primary pupils’ knowledge statelearning “Time”:Lesson learnt from preliminary analysis

Prepared by: Carolyn Sia Jia Ling, Universiti SaMalaysia

Lim Chap Sam, Universiti Sains


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Introduction

Aim o the study: to develop a t!o"cognitive diagnostic assessment in th

#time$ or primary mathematics lea


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Cognitive %iagnostic Assessme&C%A'

#an approach !here the psychology olearning is combined !ith methods anmodels in statistics or the purpose oinerences about students) speci*c (n

structures and processing s(ills$ &p+' only assesses e-aminee on a de*ned

attributes


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.no!ledge State

#!ell"speci*ed combinations oattributes that orm the basis ostudents) conceptions o domain"(no!ledge and s(ills &.etterlin"/

1ovano2, 3445, p+6'+$


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Attribute 7ierarchy Method &A7

A psychometric model that used to anpupils) response pattern rom C%A

consisted o t!o parts, namely the

identi*cation o cognitive attribute, anspeci*cation o the attribute hierarchymodel test perormance+


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Procedure o applying A7M

Identi*cation o attributes

8ormation o attribute hierarchy

/enerate the e-pected response pattern

Collect the data

Analyse the observed response patter


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Methodology

Participants

9eachers

1ear si- pupils

Instrument

; attributes related to time < cognmodels

A "items assessment


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=-ample o item


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8indings and %iscussionsPupils’knowledge states for model 3 (subtractigien time to !nd starting time in minutes and

9here are > patterns o (no!ledge states ound &include band mismatch !ith the proposed hierarchy'

??+@ o the pupils mastered all the ; attributes that measmodel

Possible reasons or the mismatch o the observed and e-presponse pattern:

Careless mista(es !hile solving the tas(s

%o addition algorithm or subtraction problem &e-ample'

conusion !hen regrouping minutes rom hours in subtraction

Unidenti*ed error


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Importance of consistence in number of iteeac" combination of attribute in %&'

9o ma(e the analysis result rom ABB and 7CI more reliabl

ABB < arti*cial neural net!or(: the neural net!or( !ill try items to the respective attributes and *nd out the hidden iunderlying the response+

It is used to calculate the attribute probability &pupil)s masteryo the attribute'


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Importance of consistence in number of iteeac" combination of attribute in %&'

7CI < hierarchical Consistency Inde-: to measure to !haproposed attribute hierarchy matches !ith the pupil)s o

Table 3 'ean and standard deiation for model and modi!ed

and 3

Model Modi*ed

Model

Model 3 Modi*ed

Model 3

Model >

'ean 4+5>? 4+5> 4+@66 4+5? 4+54@

,tandard

-eiation

4+6? 4+5? 4+3 4+? 4+344


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Conclusion

Aim o the study: %evelop a cognitive diagnostic assessmecould help teacher to identiy pupils cognitive strengths an!ea(nesses in the topic o D9imeD+

Ee ound that !hat teachers assumed might not represensituation o all the pupils+ < urther investigation is needed


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9han( youF

Documents

Development of Cognitive Diagnostic Assessment