Monitoring Student Achievement with Cognitive Diagnosis Model

Home Page
About
Submit A Journal
Submit A Conference
Submit Paper/Book
- Submit a Preprint
- Submit a Book
Contact

Eğitimde ve Psikolojide Ölçme Değerlendirme Dergisi
Volume:12 Issue:3
Monitoring Student Achievement with Cognitive Diagnosis Model

Monitoring Student Achievement with Cognitive Diagnosis Model

Authors : Levent YAKAR, Nuri DOĞAN, Şenol DOST, Nazan SEZEN YÜKSEL

Pages : 303-320

Doi:10.21031/epod.903084

View : 57 | Download : 23

Publication Date : 2021-09-29

Article Type : Research Paper

Abstract :In this study, it is aimed to show how student achievement can be monitored by using the cognitive diagnosis models. For this purpose, responses of the 6th, 7th, and 8th grade Mathematics subtests of High School Placement Tests (HSPT) in 2009, 2010, and 2011, which provide longitudinal data, were used, respectively. There were 49933 examiners’ responses in data sets. The attributes examined by these tests were determined by the Mathematics experts, and the Q matrix consisting of five attributes was developed. As a result of the analysis, it was seen that the largest latent class for all three years consisted of those non-master for any attribute. It was observed that the probability of attribute mastery increased in the 7th grade and decreased in the 8th grade. The high classification accuracy seen as a result of the analysis applied to HSPT, which is not intended for the cognitive diagnosis, shows that the results can be used for monitoring student achievement.
Keywords : Cognitive diagnosis, student achievement, g dina, attribute mastery probability, longitudinal data

ORIGINAL ARTICLE URL

* There may have been changes in the journal, article,conference, book, preprint etc. informations. Therefore, it would be appropriate to follow the information on the official page of the source. The information here is shared for informational purposes. IAD is not responsible for incorrect or missing information.