Cognitive Diagnostic Analyses of the Progress in International Reading Literacy Study (PIRLS) 2011 Results
| Autor: | Dan Thanh Duong Thi, Nathalie Loye |
|---|---|
| Jazyk: | francouzština |
| Rok vydání: | 2019 |
| Předmět: |
cognitive diagnostic approach (CDA)
reading DINA G-DINA diagnostic classification models (DCM) large-scale tests approche diagnostique cognitive (ADC) lecture modèles de classification diagnostique (MCD) épreuves à grande échelle abordagem diagnóstica cognitiva (ADC) leitura modelos de classificação diagnóstica (MCD) testes em larga escala Education |
| Zdroj: | Mesure et Évaluation en Éducation, Vol 42, Iss spécial (2019) |
| Druh dokumentu: | article |
| ISSN: | 2368-2000 0823-3993 |
| DOI: | 10.7202/1084131ar |
| Popis: | Despite the grand demand to receive diagnostic information about students’ difficulties in reading, there are very few tests specifically designed for diagnostic purposes. Therefore, many researches in cognitive diagnostic approach (CDA) use large-scale test results to provide fine and reliable diagnostic feedback on the strengths and weaknesses of students other than the total scores or percentiles ranks, which allow appropriate intervention. This study shows an example of the application of diagnostic modeling using data from 4,762 Canadian students who completed booklet 13 of the PIRLS test in 2011. The results highlight the potential for detailed diagnostic feedback of students’ strengths and weaknesses on the underlying skills identified in the test. |
| Databáze: | Directory of Open Access Journals |
| Externí odkaz: |
|