Cognitive diagnostic assessment for education: theory and applications
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...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge
Cambridge University Press
2007
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| Schlagworte: | |
| Online-Zugang: | BSB01 UBG01 UPA01 URL des Erstveröffentlichers |
| Zusammenfassung: | 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 |
| Beschreibung: | Title from publisher's bibliographic system (viewed on 05 Oct 2015) |
| Beschreibung: | 1 online resource (viii, 371 pages) |
| ISBN: | 9780511611186 |
| DOI: | 10.1017/CBO9780511611186 |
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| 505 | 8 | |a Part I. The Basis of Cognitive Diagnostic Assessment -- 1. Why Cognitive Diagnostic Assessment? / Jacqueline P. Leighton and Mark J. Gierl -- 2. The Demand for Cognitive Diagnostic Assessment / Kristen Huff and Dean P. Goodman -- 3. Cognitive Modelling of Performance on Diagnostic Achievement Tests: A Philosophical Analysis and Justification / Stephen P. Norris, John S. Macnab, and Linda M. Phillips -- 4. Test Validity in Cognitive Assessment / Denny Borsboom and Gideon J. Mellenbergh -- 5. Construct Validity and Cognitive Diagnostic Assessment / Xiangdong Yang and Susan E. Embretson -- Part II. Methods and application of cognitive diagnostic assessment -- 6. Verbal Reports as Data for Cognitive Diagnostic Assessment -- Jacqueline P. Leighton and Mark J. Gierl -- 7. Test Construction and Diagnostic Testing / Joanna S. Gorin -- 8. Cognitive Foundations of Structured Item Response Models / Andrá A. Rupp and Robert J. Mislevy -- 9. Using the Attribute Hierarchy Method to Make Diagnostic Inferences about Examinees' Cognitive Skills / Mark J. Gierl, Jacqueline P. Leighton and Stephen M. Hunka -- 10. The Fusion Model Skills Diagnosis System / Louis A. Roussos, Louis V. DiBello, William Stout, Sarah M. Hartz, Robert A. Henson, and Jonathan H. Templin -- Part III. The future of cognitive diagnostic assessment -- 11. Using Information from Multiple-Choice Distractors to Enhance Cognitive-Diagnostic Score Reporting / Richard M. Luecht -- 12. Directions for Future Research in Cognitive Diagnostic Assessment / Mark J. Gierl and Jacqueline P. Leighton | |
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Datensatz im Suchindex
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| author2 | Leighton, Jacqueline P. Gierl, Mark J. |
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| contents | Part I. The Basis of Cognitive Diagnostic Assessment -- 1. Why Cognitive Diagnostic Assessment? / Jacqueline P. Leighton and Mark J. Gierl -- 2. The Demand for Cognitive Diagnostic Assessment / Kristen Huff and Dean P. Goodman -- 3. Cognitive Modelling of Performance on Diagnostic Achievement Tests: A Philosophical Analysis and Justification / Stephen P. Norris, John S. Macnab, and Linda M. Phillips -- 4. Test Validity in Cognitive Assessment / Denny Borsboom and Gideon J. Mellenbergh -- 5. Construct Validity and Cognitive Diagnostic Assessment / Xiangdong Yang and Susan E. Embretson -- Part II. Methods and application of cognitive diagnostic assessment -- 6. Verbal Reports as Data for Cognitive Diagnostic Assessment -- Jacqueline P. Leighton and Mark J. Gierl -- 7. Test Construction and Diagnostic Testing / Joanna S. Gorin -- 8. Cognitive Foundations of Structured Item Response Models / Andrá A. Rupp and Robert J. Mislevy -- 9. Using the Attribute Hierarchy Method to Make Diagnostic Inferences about Examinees' Cognitive Skills / Mark J. Gierl, Jacqueline P. Leighton and Stephen M. Hunka -- 10. The Fusion Model Skills Diagnosis System / Louis A. Roussos, Louis V. DiBello, William Stout, Sarah M. Hartz, Robert A. Henson, and Jonathan H. Templin -- Part III. The future of cognitive diagnostic assessment -- 11. Using Information from Multiple-Choice Distractors to Enhance Cognitive-Diagnostic Score Reporting / Richard M. Luecht -- 12. Directions for Future Research in Cognitive Diagnostic Assessment / Mark J. Gierl and Jacqueline P. Leighton |
| ctrlnum | (ZDB-20-CBO)CR9780511611186 (OCoLC)967414285 (DE-599)BVBBV043925661 |
| dewey-full | 371.26/2 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.26/2 |
| dewey-search | 371.26/2 |
| dewey-sort | 3371.26 12 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| doi_str_mv | 10.1017/CBO9780511611186 |
| format | Electronic eBook |
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| spelling | Cognitive diagnostic assessment for education theory and applications edited by Jacqueline P. Leighton, Mark J. Gierl Cambridge Cambridge University Press 2007 1 online resource (viii, 371 pages) txt rdacontent c rdamedia cr rdacarrier Title from publisher's bibliographic system (viewed on 05 Oct 2015) Part I. The Basis of Cognitive Diagnostic Assessment -- 1. Why Cognitive Diagnostic Assessment? / Jacqueline P. Leighton and Mark J. Gierl -- 2. The Demand for Cognitive Diagnostic Assessment / Kristen Huff and Dean P. Goodman -- 3. Cognitive Modelling of Performance on Diagnostic Achievement Tests: A Philosophical Analysis and Justification / Stephen P. Norris, John S. Macnab, and Linda M. Phillips -- 4. Test Validity in Cognitive Assessment / Denny Borsboom and Gideon J. Mellenbergh -- 5. Construct Validity and Cognitive Diagnostic Assessment / Xiangdong Yang and Susan E. Embretson -- Part II. Methods and application of cognitive diagnostic assessment -- 6. Verbal Reports as Data for Cognitive Diagnostic Assessment -- Jacqueline P. Leighton and Mark J. Gierl -- 7. Test Construction and Diagnostic Testing / Joanna S. Gorin -- 8. Cognitive Foundations of Structured Item Response Models / Andrá A. Rupp and Robert J. Mislevy -- 9. Using the Attribute Hierarchy Method to Make Diagnostic Inferences about Examinees' Cognitive Skills / Mark J. Gierl, Jacqueline P. Leighton and Stephen M. Hunka -- 10. The Fusion Model Skills Diagnosis System / Louis A. Roussos, Louis V. DiBello, William Stout, Sarah M. Hartz, Robert A. Henson, and Jonathan H. Templin -- Part III. The future of cognitive diagnostic assessment -- 11. Using Information from Multiple-Choice Distractors to Enhance Cognitive-Diagnostic Score Reporting / Richard M. Luecht -- 12. Directions for Future Research in Cognitive Diagnostic Assessment / Mark J. Gierl and Jacqueline P. Leighton 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 Educational tests and measurements Cognition / Testing Kognitive Psychologie (DE-588)4073586-2 gnd rswk-swf Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf 1\p (DE-588)4143413-4 Aufsatzsammlung gnd-content Schulleistungsmessung (DE-588)4077202-0 s Kognitive Psychologie (DE-588)4073586-2 s 2\p DE-604 Leighton, Jacqueline P. edt Gierl, Mark J. edt Erscheint auch als Druckausgabe 978-0-521-68421-7 Erscheint auch als Druckausgabe 978-0-521-86549-4 https://doi.org/10.1017/CBO9780511611186 Verlag URL des Erstveröffentlichers Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Cognitive diagnostic assessment for education theory and applications Part I. The Basis of Cognitive Diagnostic Assessment -- 1. Why Cognitive Diagnostic Assessment? / Jacqueline P. Leighton and Mark J. Gierl -- 2. The Demand for Cognitive Diagnostic Assessment / Kristen Huff and Dean P. Goodman -- 3. Cognitive Modelling of Performance on Diagnostic Achievement Tests: A Philosophical Analysis and Justification / Stephen P. Norris, John S. Macnab, and Linda M. Phillips -- 4. Test Validity in Cognitive Assessment / Denny Borsboom and Gideon J. Mellenbergh -- 5. Construct Validity and Cognitive Diagnostic Assessment / Xiangdong Yang and Susan E. Embretson -- Part II. Methods and application of cognitive diagnostic assessment -- 6. Verbal Reports as Data for Cognitive Diagnostic Assessment -- Jacqueline P. Leighton and Mark J. Gierl -- 7. Test Construction and Diagnostic Testing / Joanna S. Gorin -- 8. Cognitive Foundations of Structured Item Response Models / Andrá A. Rupp and Robert J. Mislevy -- 9. Using the Attribute Hierarchy Method to Make Diagnostic Inferences about Examinees' Cognitive Skills / Mark J. Gierl, Jacqueline P. Leighton and Stephen M. Hunka -- 10. The Fusion Model Skills Diagnosis System / Louis A. Roussos, Louis V. DiBello, William Stout, Sarah M. Hartz, Robert A. Henson, and Jonathan H. Templin -- Part III. The future of cognitive diagnostic assessment -- 11. Using Information from Multiple-Choice Distractors to Enhance Cognitive-Diagnostic Score Reporting / Richard M. Luecht -- 12. Directions for Future Research in Cognitive Diagnostic Assessment / Mark J. Gierl and Jacqueline P. Leighton Educational tests and measurements Cognition / Testing Kognitive Psychologie (DE-588)4073586-2 gnd Schulleistungsmessung (DE-588)4077202-0 gnd |
| subject_GND | (DE-588)4073586-2 (DE-588)4077202-0 (DE-588)4143413-4 |
| title | Cognitive diagnostic assessment for education theory and applications |
| title_auth | Cognitive diagnostic assessment for education theory and applications |
| title_exact_search | Cognitive diagnostic assessment for education theory and applications |
| title_full | Cognitive diagnostic assessment for education theory and applications edited by Jacqueline P. Leighton, Mark J. Gierl |
| title_fullStr | Cognitive diagnostic assessment for education theory and applications edited by Jacqueline P. Leighton, Mark J. Gierl |
| title_full_unstemmed | Cognitive diagnostic assessment for education theory and applications edited by Jacqueline P. Leighton, Mark J. Gierl |
| title_short | Cognitive diagnostic assessment for education |
| title_sort | cognitive diagnostic assessment for education theory and applications |
| title_sub | theory and applications |
| topic | Educational tests and measurements Cognition / Testing Kognitive Psychologie (DE-588)4073586-2 gnd Schulleistungsmessung (DE-588)4077202-0 gnd |
| topic_facet | Educational tests and measurements Cognition / Testing Kognitive Psychologie Schulleistungsmessung Aufsatzsammlung |
| url | https://doi.org/10.1017/CBO9780511611186 |
| work_keys_str_mv | AT leightonjacquelinep cognitivediagnosticassessmentforeducationtheoryandapplications AT gierlmarkj cognitivediagnosticassessmentforeducationtheoryandapplications |