Development And Validation Of Cognitive Diagnostic Assessment (CDA) For Primary Mathematics Learning Of Time
Loading...
Date
2017-02
Authors
Ling, Carolyn Sia Jia
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
This study aims to develop and validate the cognitive diagnostic assessment (CDA) for primary mathematics learning in the topic of “Time”. The CDA is an assessment which can provide meaningful feedback on learner’s cognitive strengths and weaknesses during teaching and learning. In this study, the CDA was developed based on the Assessment Triangle and Attribute Hierarchy Method (AHM). This study involved seven experienced primary mathematics teachers and 1123 primary school pupils. Quantitative data was collected through paper and pencil test while qualitative data was collected via think-aloud interview session. There were two phases included in the development of CDA: a) the development of the expert-based cognitive model; and b) generation of the student-based cognitive model. Generally, three stages were involved in Phase I: identification of attributes; development of attribute hierarchy; and item design. Meanwhile, Phase II involved two stages, namely administration of the assessment and statistical analysis of the data collected. Validation of the instrument was carried out in two different ways: a) the usage of development process involving four cycles in order to validate the instrument, and b) the application of Hierarchical Consistency Index (HCI), attribute probabilities and correlations among attribute probabilities to support the hierarchical structure of the cognitive model. The results showed that the developed CDA was valid and highly reliable (Cronbach’s Alpha > 0.8). Since the attributes in the CDA were arranged hierarchically from the most basic to the most complex level, teachers were able to identify pupils’ learning difficulties and misconceptions about “Time”. Based on
these inferences, teachers could plan their lessons and make instructional decisions appropriately. Hence, the CDA could be an effective assessment technique for teachers to assess their pupils in order to improve the quality of teaching and learning in the classroom.
Description
Keywords
Develop and validate the cognitive diagnostic assessment , for primary mathematics learning in the topic of Time