For a More Useful EFL Cognitive Diagnostic Assessment: Using Small Attributes and an Item Pool
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Cognitive diagnostic assessment can provide fine-grained diagnostic feedback and detailed scores reporting to the test-takers. Applying this assessment method to an EFL grammar test, this study aims to see if smaller grain size of grammar attributes can yield meaningful results of assessment. The study also looks into what kind of detailed information on student performance can be provided by utilizing the method. A set of response data to 23 grammar questions, collected from 434 college freshmen, was analyzed using a cognitive diagnostic model. The results present a positive answer to the research question of the feasibility of using smaller and more interpretable sizes of grammar skills. The paper concludes with limitations of the current study and suggestions for future research.
Abstract
Cognitive diagnostic assessment can provide fine-grained diagnostic feedback and detailed scores reporting to the test-takers. Applying this assessment method to an EFL grammar test, this study aims to see if smaller grain size of grammar attributes can yield meaningful results of assessment. The study also looks into what kind of detailed information on student performance can be provided by utilizing the method. A set of response data to 23 grammar questions, collected from 434 college freshmen, was analyzed using a cognitive diagnostic model. The results present a positive answer to the research question of the feasibility of using smaller and more interpretable sizes of grammar skills. The paper concludes with limitations of the current study and suggestions for future research.
참고문헌 (24)
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