| Description |
1 online resource (viii, 371 pages) : illustrations |
| Contents |
Part I. The basis of cognitive diagnostic assessment -- Why cognitive diagnostic assessment? / Jacqueline P. Leighton, Mark J. Gierl -- The demand for cognitive diagnostic assessment / Kristen Huff, Dean P. Goodman -- Cognitive modelling of performance on diagnostic achievement tests : a philosophical analysis and justification / Stephen P. Norris, John S. Macnab, Linda M. Phillips -- Test validity in cognitive assessment / Denny Borsboom, Gideon J. Mellenbergh -- Part II. Principles of test design and analysis -- Construct validity and cognitive diagnostic assessment / Xiangdong Yang, Susan E. Embretson -- Verbal reports as data for cognitive diagnostic assessment -- Jacqueline P. Leighton and Mark J. Gierl -- Test construction and diagnostic testing / Joanna S. Gorin -- Part III. Psychometric procedures and applications -- Cognitive foundations of structured item response models / André A. Rupp, Robert J. Mislevy -- Using the attribute hierarchy method to make diagnostic inferences about examinees' cognitive skills / Mark J. Gierl, Jacqueline P. Leighton, Stephen M. Hunka -- The fusion model skills diagnosis system / Louis A. Roussos, Louis V. DiBello, William Stout, Sarah M. Hartz, Robert A. Henson, Jonathan H. Templin -- Using information from multiple-choice distractors to enhance cognitive-diagnostic score reporting / Richard M. Luecht -- Directions for future research in cognitive diagnostic assessment / Mark J. Gierl, Jacqueline P. Leighton |
| Summary |
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 |
| Bibliography |
Includes bibliographical references and indexes |
| Notes |
In English |
|
Print version record |
| Subject |
Educational tests and measurements.
|
|
Cognition -- Testing.
|
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Diagnostic tests.
|
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Educational testing.
|
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Cognitive measurement.
|
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EDUCATION -- Evaluation.
|
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STUDY AIDS -- Tests.
|
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EDUCATION -- Testing & Measurement.
|
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Cognition -- Testing
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Educational tests and measurements
|
| Form |
Electronic book
|
| Author |
Leighton, Jacqueline P.
|
|
Gierl, Mark J.
|
| ISBN |
9780511611186 |
|
0511611188 |
|
9780511286797 |
|
0511286791 |
|
0511286074 |
|
9780511286070 |
|
0511284500 |
|
9780511284502 |
|
0511285329 |
|
9780511285325 |
|
9786610909964 |
|
6610909962 |
|
1107178711 |
|
9781107178717 |
|
0511301790 |
|
9780511301797 |
|
