Psychometric theory of assessment/measurement that builds upon the ideas of CTT by examining multiple parameters including item difficulty and importantly item discrimination.
Published in Chapter:
The Need, Use, and Future of Cognitive Diagnostic Assessments in Classroom Practice
Ben Seipel (University of Wisconsin – River Falls, USA & California State University-Chico, USA), Gina Biancarosa (University of Oregon, USA & Center for Teaching and Learning, USA), Sarah E. Carlson (University of Oregon, USA & Center for Teaching and Learning, USA), and Mark L. Davison (University of Minnesota – Twin Cities, USA)
Copyright: © 2018
|Pages: 23
DOI: 10.4018/978-1-5225-3132-6.ch001
Abstract
Given the increases in technology, improvements in cognitive theory, and proliferation of assessments, the differentiation of classroom instruction to meet the individual needs of a diverse student population is overdue (Huff & Goodman, 2007; Leighton & Gierl, 2007). In order to meet the instructional needs of students, K-12 classroom- and university instructors need assessments that not only identify background knowledge, but also measure skills and diagnose troubles of their students (Huff & Goodman, 2007). Thus, the purpose of this chapter is to: a) explain the role and types of assessments in instructional settings, b) identify a gap in classroom assessments, c) describe how cognitive diagnostic assessments can fill that gap, d) identify the theoretical and practical impediments of implementing cognitive diagnostic assessments, and e) provide an example of a cognitive diagnostic assessment (MOCCA) that is overcoming those impediments.