| Description |
1 online resource (viii, 371 pages) : illustrations |
| Physical Medium |
polychrome |
| Description |
text file |
| Bibliography |
Includes bibliographical references and indexes. |
| Contents |
Pt I. The basis of cognitive diagnostic assessment -- 1. Why cognitive diagnostic assessment? / Jacqueline P. Leighton and Mark J. Gierl -- 2. The demand for cognitive diagnostic assessment / Kristen Huff and Dean P. Goodman -- 3. Cognitive modelling of performance on diagnostic achievement tests: a philosophical analysis and justification / Stephen P. Norris, John S. Macnab, and Linda M. Phillips -- 4. Test validity in cognitive assessment / Denny Borsboom and Gideon J. Mellenbergh -- pt. II. Principles of test design and analysis -- 5. construct validity and cognitive diagnostic assessment / Xiangdong Yang and Susan E. Embretson -- 6. Verbal reports as data for cognitive diagnostic assessment -- Jacqueline P. Leighton and Mark J. Gierl -- 7. Test construction and diagnostic testing / Joanna S. Gorin -- pt. III. Psychometric procedures and applications -- 8. Cognitive foundations of structured item response models / André A. Rupp and Robert J. Mislevy -- 9. Using the attribute hierarchy method to make diagnostic inferences about examinees' cognitive skills / Mark J. Gierl, Jacqueline P. Leighton and Stephen M. Hunka -- 10. The fusion model skills diagnosis system / Louis A. Roussos, Louis V. DiBello, William Stout, Sarah M. Hartz, Robert A. Henson, and Jonathan H. Templin -- 11. Using information from multiple-choice distractors to enhance cognitive-diagnostic score reporting / Richard M. Luecht -- 12. Directions for future research in cognitive diagnostic assessment / Mark J. Gierl and Jacqueline P. Leighton. |
| Summary |
With the current push toward educational reform, there is great potential for innovation and change, particularly in large scale testing. One area where change is possible is in cognitive diagnostic assessment. Researchers in educational measurement and cognitive psychology are finally in a position to design tests targeted specifically for providing valuable information about students' cognitive strengths and weaknesses. This self-contained volume organizes what is known about cognitive diagnostic assessment in education, including its conceptual and philosophical basis, methods, and applications. The complete list of topics includes educational demand, philosophical rationale, construct validity, cognitive methods, test construction, statistical models, and unresolved issues (e.g., how to best translate diagnostic information into teaching practices). Leighton and Gierl present a comprehensive and up-to-date examination of cognitive diagnostic assessment in education. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Educational tests and measurements.
|
|
Educational tests and measurements. |
|
Cognition -- Testing.
|
|
Cognition -- Testing. |
| Genre/Form |
Electronic books.
|
|
Electronic books.
|
| Added Author |
Leighton, Jacqueline P.
|
|
Gierl, Mark J.
|
| Other Form: |
Print version: Cognitive diagnostic assessment for education. Cambridge ; New York : Cambridge University Press, 2007 9780521865494 0521865492 (DLC) 2006035160 (OCoLC)74964657 |
| ISBN |
9780511611186 (electronic book) |
|
0511611188 (electronic book) |
|
9780511286797 (electronic book) |
|
0511286791 (electronic book) |
|
0511286074 (electronic book) |
|
9780511286070 (electronic book) |
|
0511284500 |
|
9780511284502 |
|
0511285329 |
|
9780511285325 |
|
9786610909964 |
|
6610909962 |
|
0521865492 (Cloth) |
|
0521684218 (Paper) |
|
9780521865494 (hardback) |
|
9780521684217 (hardback) |
|
