Monitoring Student Achievement with Cognitive Diagnosis Model
| Autor: | Şenol Dost, Levent Yakar, Nuri Doğan, Nazan Sezen Yüksel |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
longitudinal data
LC8-6691 Longitudinal data g-dina cognitive diagnosis Special aspects of education Developmental psychology Education Cognitive diagnosis student achievement g-dina attribute mastery probability longitudinal data Social Student achievement Developmental and Educational Psychology Cognitive diagnosis attribute mastery probability Psychology student achievement Sosyal |
| Zdroj: | Volume: 12, Issue: 3 303-320 Journal of Measurement and Evaluation in Education and Psychology Journal of Measurement and Evaluation in Education and Psychology, Vol 12, Iss 3, Pp 303-320 (2021) |
| ISSN: | 1309-6575 |
| Popis: | In this study, it is aimed to show how student achievement can be monitored by using the cognitive diagnosis models. For this purpose, responses of the 6th, 7th, and 8th grade Mathematics subtests of High School Placement Tests (HSPT) in 2009, 2010, and 2011, which provide longitudinal data, were used, respectively. There were 49933 examiners’ responses in data sets. The attributes examined by these tests were determined by the Mathematics experts, and the Q matrix consisting of five attributes was developed. As a result of the analysis, it was seen that the largest latent class for all three years consisted of those non-master for any attribute. It was observed that the probability of attribute mastery increased in the 7th grade and decreased in the 8th grade. The high classification accuracy seen as a result of the analysis applied to HSPT, which is not intended for the cognitive diagnosis, shows that the results can be used for monitoring student achievement. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|