Download Cognitive Diagnostic Assessment for Education: Theory and by Jacqueline Leighton, Mark Gierl PDF

By Jacqueline Leighton, Mark Gierl

The aim of this e-book is to spot how academic checks, specially large-scale assessments given to scholars in grades K-12, might be better so they produce larger information regarding what scholars recognize and do not be aware of. by means of consulting and integrating mental examine into the layout of academic checks, it truly is now attainable to create new try goods that scholars comprehend higher than previous attempt goods. furthermore, those new try goods support determine the place scholars should be experiencing problems in studying.

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8F). 8E). Based on these results, further efforts to make diagnostic information from large-scale assessments more useful to teachers and easier for all teachers to understand appear to be necessary. In a more positive light, assessment developers should be encouraged to see that a majority of teachers do not believe that large-scale assessments are unsuitable instruments for providing diagnostic information. 7H). 8H). These results suggest that most teachers regard large-scale assessments as an appropriate vehicle for collecting diagnostic data and are in keeping with results discussed previously.

The application of CDA principles in the design and development of assessments is certain to help in this regard, and should be the ultimate goal of assessment developers.

1. How often teachers use diagnostic information from state-mandated and commercial large-scale assessments across a variety of educational activities P1: SBT 0521865498c02 0 521 68421 8 March 28, 2007 37 15:19 P1: SBT 0521865498c02 CUFX098/Leighton 38 0 521 68421 8 March 28, 2007 Kristen Huff and Dean P. Goodman use of commercial assessment results, where between 32% and 49% of teachers report that they never use diagnostic results to inform these activities. Overall, these results suggest that the teachers’ current use of diagnostic information is limited, and that further effort is required to make assessment results from both state-mandated and commercial assessments more suitable for informing these types of important educational activities.

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