The Cognitive Diagnostic Assessment Of The Learning Of Algebraic Expressions For Form Two Students
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Date
2015-02
Authors
YEW HOR, TAN
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Abstract
Cognitive diagnostic assessment (CDA) has the capacity to assess students’ cognitive strengths and weaknesses in learning and serves guidance to identify potential areas of intervention for students struggling in learning. This study aims to develop a CDA designed with item development based on an explicit cognitive processing model for measuring the specified fine-grained cognitive attributes, and to determine the students’ attributes mastery in algebraic expressions learning. A three-step approach to assessment design was followed: 1) the development and qualitative evaluation of cognitive processing models, 2) the statistical evaluation of the adequacy and accuracy of the item-to-attribute relation expressed in the Q-matrices, and 3) the use of Fusion Model to estimate individual students’ attribute mastery classification. A panel of experience mathematics teachers reviewed the Form One and Form Two learning objectives and learning outcomes of the learning of algebraic expressions specified in the Curriculum Specifications, the high-stake examination (PMR) and text book items to identify and describe the relevant cognitive attributes and their hierarchy, and two cognitive processing models were developed. These models were validated using verbal reports and written responses from a sample of 30 Form Two students. Two Q-matrices were developed based on the cognitive processing models to specify the item-to-attributes relations. The adequacy and accuracy of Q-matrices were evaluated by using the Fusion Model. Response data for each item from a sample of 2,395 Form Two students measuring the conceptual knowledge and processing skills of algebraic expressions learning were used to determine the item
parameters and student ability parameter, and estimate the attribute mastery probabilities and attribute mastery classification. Finding verified that students engaged in cognitive processes which are consistent with the panel’s prediction where all attribute(s) specified in each attribute profile are required to solve the items correctly. Attribute mastery probability revealed that attribute K3 and attribute S4 are the most difficult attributes to master in conceptual knowledge and processing skills respectively. The results of the attribute mastery classification for each student revealed either they are master (PPM > 0.6) or non-master (PPM ≤ 0.4) of a particular attributes to identify their strengths and weaknesses in the learning of algebraic expressions. This study contributes to teachers’ professional development in developing the cognitive processing model and assessment tasks to evaluate and monitor the teaching and learning processes.
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The Cognitive Diagnostic Assessment Of The Learning Of Algebraic , Expressions For Form Two Students