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IJIET 2013 Vol.3(6): 607-610 ISSN: 2010-3689
DOI: 10.7763/IJIET.2013.V3.345

Diagnostic Assessment for Improving Teaching Practice

Yuan Sun and 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.

Index Terms—Cognitive diagnostic assessment, attribute mastery probability, effective feedback, fraction problems.

The authors are with the National Institute of Informatics, 2-1-2 Hitotsubashi, Chiyoda-ku, Tokyo, Japan (e-mail: yuan@nii.ac.jp, m-suzuki@nii.ac.jp).


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.

General Information

  • ISSN: 2010-3689 (Online)
  • Abbreviated Title: Int. J. Inf. Educ. Technol.
  • Frequency: Monthly
  • DOI: 10.18178/IJIET
  • Editor-in-Chief: Prof. Dr. Steve Thatcher
  • Managing Editor: Ms. Nancy Y. Liu
  • Abstracting/ Indexing: Scopus (CiteScore 2022: 2.0), INSPEC (IET), UGC-CARE List (India), CNKI, EBSCO, Google Scholar
  • E-mail: ijiet@ejournal.net


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