doi: 10.7763/IJIET.2013.V3.345
Diagnostic Assessment for Improving Teaching Practice
Yuan Sun
,
Masayuki Suzuki
Abstract
Most of current tests only report students’ total test scores, or T-scores, which are almost no use for providing diagnostic information to inform teachers of their students’ strengths and weaknesses. Additionally, it has been shown that most teachers have difficulty in using assessment to improve their teaching. Recently, cognitive diagnostic assessment (CDA) which is designed to measure specific knowledge structures and processing skills in students has attracted a great deal of attentions. In this paper, we apply a CDA approach in fraction problems to 144 sixth grade students in an elementary school in Japan. We show how CDA can provide detailed information about students’ strengths and weaknesses and discuss the applicability of CDA for providing effective feedback for teachers to improve their teaching practice.
Keywords
- Cognitive diagnostic assessment
- attribute mastery probability
- effective feedback
- fraction problems
How to Cite
Yuan Sun and Masayuki Suzuki, "Diagnostic Assessment for Improving Teaching Practice," International Journal of Information and Education Technology, vol. 3, no. 6, pp. 607-610, 2013. https://doi.org/10.7763/IJIET.2013.V3.345
Copyright & License
Copyright © 2013 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).