Cognitive Diagnostic Assessment for Education: Theory and Applications

doi:10.1017/CBO9780511611186

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.

"Today, more effort is being expended on educational assessment than at any time in the past. But often this assessment is done without full, or sometimes, any serious regard to the many advancements in psychological and educational research that could enhance the quality of this assessment. This book will be invaluable to those who wish to learn about these advances and how to apply them in assessment, including high-stakes testing."
-Robert J. Sternberg, Dean of the School of Arts and Sciences, Tufts University

"Leighton and Gierl make a solid contribution by outlining how protocol analysis and verbal reports can be used to gather systematic information on how examinees think about and solve the tasks that appear on tests...This book is an excellent example of the work under way in educational measurement and psychometrics to address the challenges of educational improvement...The collective work presented in this book inspires hope and gives us every reason to take heart that the diagnostic challenge in education is very much on!"
Howard t. Everson, PsycCritiques

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Contents

Frontmatter
pp i-iv
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Contents
pp v-vi
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List of Contributors
pp vii-viii
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PART I - THE BASIS OF COGNITIVE DIAGNOSTIC ASSESSMENT
pp 1-2
- By Jacqueline P. Leighton, Associate Professor, Educational Psychology, University of Alberta, Mark J. Gierl, Professor and Canada Research Chair, Educational Psychology, University of Alberta
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1 - Why Cognitive Diagnostic Assessment?
pp 3-18
- By Jacqueline P. Leighton, Associate Professor of Educational Psychology, University of Alberta, Mark J. Gierl, Professor of Educational Psychology, University of Alberta
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2 - The Demand for Cognitive Diagnostic Assessment
pp 19-60
- By Kristen Huff, Senior Director, K-12 Research & Psychometrics, The College Board, New York, Dean P. Goodman, Assessment Consultant
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3 - Cognitive Modeling of Performance on Diagnostic Achievement Tests: A Philosophical Analysis and Justification
pp 61-84
- By Stephen P. Norris, Professor of Educational Policy Studies and Director of the Centre for Research in Youth, Science Teaching and Learning, University of Alberta, John S. Macnab, Teacher, Jasper Place School, Edmonton Public Schools, Linda M. Phillips, Professor of Elementary Education and Director of the Canadian Centre for Research on Literacy, University of Alberta
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4 - Test Validity in Cognitive Assessment
pp 85-116
- By Denny Borsboom, Assistant Professor of Psychology, University of Amsterdam, Gideon J. Mellenbergh, Professor of Psychology, University of Amsterdam
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PART II - PRINCIPLES OF TEST DESIGN AND ANALYSIS
pp 117-118
- By Jacqueline P. Leighton, Associate Professor, Educational Psychology, University of Alberta, Mark J. Gierl, Professor and Canada Research Chair, Educational Psychology, University of Alberta
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5 - Construct Validity and Cognitive Diagnostic Assessment
pp 119-145
- By Xiangdong Yang, Research Associate, Center for Educational Testing and Evaluation, University of Kansas, Susan E. Embretson, Professor of Psychology, Georgia Institute of Technology
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6 - Verbal Reports as Data for Cognitive Diagnostic Assessment
pp 146-172
- By Jacqueline P. Leighton, Associate Professor of Educational Psychology, Centre for Research in Applied Measurement and Evaluation, University of Alberta, Mark J. Gierl, Professor of Educational Psychology and Director of the Centre for Research in Applied Measurement and Evaluation, University of Alberta
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7 - Test Construction and Diagnostic Testing
pp 173-202
- By Joanna S. Gorin, Assistant Professor of Psychology in Education, Arizona State University
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PART III - PSYCHOMETRIC PROCEDURES AND APPLICATIONS
pp 203-204
- By Jacqueline P. Leighton, Associate Professor, Educational Psychology, University of Alberta, Mark J. Gierl, Professor and Canada Research Chair, Educational Psychology, University of Alberta
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8 - Cognitive Foundations of Structured Item Response Models
pp 205-241
- By André A. Rupp, Professor Institute for Educational Progress, Humboldt-Universitäat zu Berlin, Robert J. Mislevy, Professor of Measurement, University of Maryland
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9 - Using the Attribute Hierarchy Method to Make Diagnostic Inferences About Examinees' Cognitive Skills
pp 242-274
- By Mark J. Gierl, Professor of Educational Psychology, University of Alberta, Jacqueline P. Leighton, Associate Professor of Educational Psychology, University of Alberta, Stephen M. Hunka, University Professor of Educational Psychology, University of Alberta
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10 - The Fusion Model Skills Diagnosis System
pp 275-318
- By Louis A. Roussos, Senior Psychometrician, Measured Progress, Louis V. DiBello, Research Professor of Psychology, University of Illinois at Chicago, William Stout, Professor of Statistics, University of Illinois at Urbana-Champaign, Sarah M. Hartz, Resident, Department of Psychiatry, University of Iowa, Robert A. Henson, Assistant Professor of Education Research and Methodology, University of North Carolina at Greensboro, Jonathan L. Templin, Assistant Professor of Psychology, University of Kansas
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11 - Using Information from Multiple-Choice Distractors to Enhance Cognitive-Diagnostic Score Reporting
pp 319-340
- By Richard M. Luecht, Professor of Education Research and Methodology, University of North Carolina at Greensboro
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12 - Directions for Future Research in Cognitive Diagnostic Assessment
pp 341-352
- By Mark J. Gierl, Professor of Educational Psychology and Director of the Centre for Research in Applied Measurement and Evaluation, University of Alberta, Jacqueline P. Leighton, Associate Professor of Educational Psychology, Centre for Research in Applied Measurement and Evaluation, University of Alberta
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Author Index
pp 353-358
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Subject Index
pp 359-371
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Cognitive Diagnostic Assessment for Education

Theory and Applications

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Contents

Frontmatter
pp i-iv

Contents
pp v-vi

List of Contributors
pp vii-viii

PART I - THE BASIS OF COGNITIVE DIAGNOSTIC ASSESSMENT
pp 1-2

1 - Why Cognitive Diagnostic Assessment?
pp 3-18

2 - The Demand for Cognitive Diagnostic Assessment
pp 19-60

3 - Cognitive Modeling of Performance on Diagnostic Achievement Tests: A Philosophical Analysis and Justification
pp 61-84

4 - Test Validity in Cognitive Assessment
pp 85-116

PART II - PRINCIPLES OF TEST DESIGN AND ANALYSIS
pp 117-118

5 - Construct Validity and Cognitive Diagnostic Assessment
pp 119-145

6 - Verbal Reports as Data for Cognitive Diagnostic Assessment
pp 146-172

7 - Test Construction and Diagnostic Testing
pp 173-202

PART III - PSYCHOMETRIC PROCEDURES AND APPLICATIONS
pp 203-204

8 - Cognitive Foundations of Structured Item Response Models
pp 205-241

9 - Using the Attribute Hierarchy Method to Make Diagnostic Inferences About Examinees' Cognitive Skills
pp 242-274

10 - The Fusion Model Skills Diagnosis System
pp 275-318

11 - Using Information from Multiple-Choice Distractors to Enhance Cognitive-Diagnostic Score Reporting
pp 319-340

12 - Directions for Future Research in Cognitive Diagnostic Assessment
pp 341-352

Author Index
pp 353-358

Subject Index
pp 359-371

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Cognitive Diagnostic Assessment for Education

Theory and Applications

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