基本説明
Includes philosophical, psychological and psychometric testing.
Full Description
With the current push toward educational reform, there is great potential for innovation and change, particularly in large scale testing. One area where change is possible is in cognitive diagnostic assessment. Researchers in educational measurement and cognitive psychology are finally in a position to design tests targeted specifically for providing valuable information about students' cognitive strengths and weaknesses. This self-contained volume organizes what is known about cognitive diagnostic assessment in education, including its conceptual and philosophical basis, methods, and applications. The complete list of topics includes educational demand, philosophical rationale, construct validity, cognitive methods, test construction, statistical models, and unresolved issues (e.g., how to best translate diagnostic information into teaching practices). Leighton and Gierl present a comprehensive and up-to-date examination of cognitive diagnostic assessment in education.
Contents
Preface; Part I. The Basis of Cognitive Diagnostic Assessment: 1. Defining cognitive diagnostic assessment in education Jacqueline P. Leighton and Mark J. Gierl; 2. The demand for diagnostic testing Kristen Huff; 3. Philosophical rationale for cognitive models Stephen Norris; 4. Cognitive psychology as it applies to diagnostic assessment Robert J. Mislevy; 5. Construct validity and diagnostic testing Susan Umbretson; Part II. Methods and Application of Cognitive Diagnostic Assessment: 6. Cognitive models and diagnostic assessment Jacqueline P. Leighton; 7. Test construction Joanna Gorin; 8. The attribute hierarchy method Mark J. Gierl, Jacqueline P. Leighton, and Steve Hunka; 9. The fusion model as implemented with ARPEGGIO William Stout; 10. Score reporting; Part III. The Future of Cognitive Diagnostic Assessment: 11. Unresolved issues in cognitive diagnostic assessment; 12. Summary and conclusion Mark J. Gierl and Jacqueline P. Leighton.
