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The Need, Use, and Future of Cognitive Diagnostic Assessments in Classroom Practice

The Need, Use, and Future of Cognitive Diagnostic Assessments in Classroom Practice

Ben Seipel, Gina Biancarosa, Sarah E. Carlson, Mark L. Davison
Copyright: © 2018 |Pages: 23
ISBN13: 9781522531326|ISBN10: 1522531327|EISBN13: 9781522531333
DOI: 10.4018/978-1-5225-3132-6.ch001
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MLA

Seipel, Ben, et al. "The Need, Use, and Future of Cognitive Diagnostic Assessments in Classroom Practice." Handbook of Research on Program Development and Assessment Methodologies in K-20 Education, edited by Viktor Wang, IGI Global, 2018, pp. 1-23. https://doi.org/10.4018/978-1-5225-3132-6.ch001

APA

Seipel, B., Biancarosa, G., Carlson, S. E., & Davison, M. L. (2018). The Need, Use, and Future of Cognitive Diagnostic Assessments in Classroom Practice. In V. Wang (Ed.), Handbook of Research on Program Development and Assessment Methodologies in K-20 Education (pp. 1-23). IGI Global. https://doi.org/10.4018/978-1-5225-3132-6.ch001

Chicago

Seipel, Ben, et al. "The Need, Use, and Future of Cognitive Diagnostic Assessments in Classroom Practice." In Handbook of Research on Program Development and Assessment Methodologies in K-20 Education, edited by Viktor Wang, 1-23. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3132-6.ch001

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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.

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