-
8/17/2019 Development of Cognitive Diagnostic Assessment
1/16
Identifying primary pupils’ knowledge statelearning “Time”:Lesson learnt from preliminary analysis
Prepared by: Carolyn Sia Jia Ling, Universiti SaMalaysia
Lim Chap Sam, Universiti Sains
-
8/17/2019 Development of Cognitive Diagnostic Assessment
2/16
Introduction
Aim o the study: to develop a t!o"cognitive diagnostic assessment in th
#time$ or primary mathematics lea
-
8/17/2019 Development of Cognitive Diagnostic Assessment
3/16
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
-
8/17/2019 Development of Cognitive Diagnostic Assessment
4/16
.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'+$
-
8/17/2019 Development of Cognitive Diagnostic Assessment
5/16
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+
-
8/17/2019 Development of Cognitive Diagnostic Assessment
6/16
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
-
8/17/2019 Development of Cognitive Diagnostic Assessment
7/16
Methodology
Participants
9eachers
1ear si- pupils
Instrument
; attributes related to time < cognmodels
A "items assessment
-
8/17/2019 Development of Cognitive Diagnostic Assessment
8/16
-
8/17/2019 Development of Cognitive Diagnostic Assessment
9/16
=-ample o item
-
8/17/2019 Development of Cognitive Diagnostic Assessment
10/16
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
-
8/17/2019 Development of Cognitive Diagnostic Assessment
11/16
-
8/17/2019 Development of Cognitive Diagnostic Assessment
12/16
-
8/17/2019 Development of Cognitive Diagnostic Assessment
13/16
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'
-
8/17/2019 Development of Cognitive Diagnostic Assessment
14/16
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
-
8/17/2019 Development of Cognitive Diagnostic Assessment
15/16
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
-
8/17/2019 Development of Cognitive Diagnostic Assessment
16/16
9han( youF