Cognitive Diagnostic Writing Assessment for Korean Learners of English
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참고문헌
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초록
The purpose of this study is to explore the use of a diagnostic assessment model for Korean learners’ English writing by applying the DINA (deterministic inputs, noisy "and" gate) model. One of the CDMs (cognitive diagnosis models), CDMs have drawn attention from many language scholars because of its advantage to provide fine-grained information about a language learner. However, most CDM studies have focused on receptive skills, and thus there are few studies that applied CDMs to the assessment of writing. By replicating Kim's (2011) study for Korean college students' English writing, this study found that content fulfilment, organizational effectiveness, and grammatical knowledge more successfully distinguish good writers from weak writers than vocabulary and mechanics. Application of the DINA model to writing assessment also reveals a number of possible latent classes depending on student profiles so that it can place students into a writing class proper to their strengths and weaknesses. These findings imply that CDMs help teachers tailor their instruction to student ability and use them as tools for formative assessment.
Abstract
The purpose of this study is to explore the use of a diagnostic assessment model for Korean learners’ English writing by applying the DINA (deterministic inputs, noisy "and" gate) model. One of the CDMs (cognitive diagnosis models), CDMs have drawn attention from many language scholars because of its advantage to provide fine-grained information about a language learner. However, most CDM studies have focused on receptive skills, and thus there are few studies that applied CDMs to the assessment of writing. By replicating Kim's (2011) study for Korean college students' English writing, this study found that content fulfilment, organizational effectiveness, and grammatical knowledge more successfully distinguish good writers from weak writers than vocabulary and mechanics. Application of the DINA model to writing assessment also reveals a number of possible latent classes depending on student profiles so that it can place students into a writing class proper to their strengths and weaknesses. These findings imply that CDMs help teachers tailor their instruction to student ability and use them as tools for formative assessment.
참고문헌 (23)
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