Cognitive Diagnostic Analyses of the Progress in International Reading Literacy Study (PIRLS) 2011 Results
Despite the grand demand to receive diagnostic information about students’ difficulties in reading, there are very few tests specifically designed for diagnostic purposes. Therefore, many researches in cognitive diagnostic approach (CDA) use large-scale test results to provide fine and reliable diag...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | fra |
| Published: |
ADMEE-Canada
2019-01-01
|
| Series: | Mesure et Évaluation en Éducation |
| Subjects: | |
| Online Access: | https://doi.org/10.7202/1084131ar |
| _version_ | 1797513869477806080 |
|---|---|
| author | Dan Thanh Duong Thi Nathalie Loye |
| author_facet | Dan Thanh Duong Thi Nathalie Loye |
| author_sort | Dan Thanh Duong Thi |
| collection | DOAJ |
| description | Despite the grand demand to receive diagnostic information about students’ difficulties in reading, there are very few tests specifically designed for diagnostic purposes. Therefore, many researches in cognitive diagnostic approach (CDA) use large-scale test results to provide fine and reliable diagnostic feedback on the strengths and weaknesses of students other than the total scores or percentiles ranks, which allow appropriate intervention. This study shows an example of the application of diagnostic modeling using data from 4,762 Canadian students who completed booklet 13 of the PIRLS test in 2011. The results highlight the potential for detailed diagnostic feedback of students’ strengths and weaknesses on the underlying skills identified in the test. |
| first_indexed | 2024-03-10T06:23:37Z |
| format | Article |
| id | doaj.art-066a3f175fb84176bbdc0fcc78a7628e |
| institution | Directory Open Access Journal |
| issn | 0823-3993 2368-2000 |
| language | fra |
| last_indexed | 2024-03-10T06:23:37Z |
| publishDate | 2019-01-01 |
| publisher | ADMEE-Canada |
| record_format | Article |
| series | Mesure et Évaluation en Éducation |
| spelling | doaj.art-066a3f175fb84176bbdc0fcc78a7628e2023-11-22T19:04:36ZfraADMEE-CanadaMesure et Évaluation en Éducation0823-39932368-20002019-01-0142spécial10.7202/1084131arCognitive Diagnostic Analyses of the Progress in International Reading Literacy Study (PIRLS) 2011 ResultsDan Thanh Duong Thi0Nathalie Loye1Université du Québec à MontréalUniversité de MontréalDespite the grand demand to receive diagnostic information about students’ difficulties in reading, there are very few tests specifically designed for diagnostic purposes. Therefore, many researches in cognitive diagnostic approach (CDA) use large-scale test results to provide fine and reliable diagnostic feedback on the strengths and weaknesses of students other than the total scores or percentiles ranks, which allow appropriate intervention. This study shows an example of the application of diagnostic modeling using data from 4,762 Canadian students who completed booklet 13 of the PIRLS test in 2011. The results highlight the potential for detailed diagnostic feedback of students’ strengths and weaknesses on the underlying skills identified in the test.https://doi.org/10.7202/1084131arcognitive diagnostic approach (CDA)readingDINAG-DINAdiagnostic classification models (DCM)large-scale testsapproche diagnostique cognitive (ADC)lectureDINAG-DINAmodèles de classification diagnostique (MCD)épreuves à grande échelleabordagem diagnóstica cognitiva (ADC)leituraDINAG-DINAmodelos de classificação diagnóstica (MCD)testes em larga escala |
| spellingShingle | Dan Thanh Duong Thi Nathalie Loye Cognitive Diagnostic Analyses of the Progress in International Reading Literacy Study (PIRLS) 2011 Results Mesure et Évaluation en Éducation cognitive diagnostic approach (CDA) reading DINA G-DINA diagnostic classification models (DCM) large-scale tests approche diagnostique cognitive (ADC) lecture DINA G-DINA modèles de classification diagnostique (MCD) épreuves à grande échelle abordagem diagnóstica cognitiva (ADC) leitura DINA G-DINA modelos de classificação diagnóstica (MCD) testes em larga escala |
| title | Cognitive Diagnostic Analyses of the Progress in International Reading Literacy Study (PIRLS) 2011 Results |
| title_full | Cognitive Diagnostic Analyses of the Progress in International Reading Literacy Study (PIRLS) 2011 Results |
| title_fullStr | Cognitive Diagnostic Analyses of the Progress in International Reading Literacy Study (PIRLS) 2011 Results |
| title_full_unstemmed | Cognitive Diagnostic Analyses of the Progress in International Reading Literacy Study (PIRLS) 2011 Results |
| title_short | Cognitive Diagnostic Analyses of the Progress in International Reading Literacy Study (PIRLS) 2011 Results |
| title_sort | cognitive diagnostic analyses of the progress in international reading literacy study pirls 2011 results |
| topic | cognitive diagnostic approach (CDA) reading DINA G-DINA diagnostic classification models (DCM) large-scale tests approche diagnostique cognitive (ADC) lecture DINA G-DINA modèles de classification diagnostique (MCD) épreuves à grande échelle abordagem diagnóstica cognitiva (ADC) leitura DINA G-DINA modelos de classificação diagnóstica (MCD) testes em larga escala |
| url | https://doi.org/10.7202/1084131ar |
| work_keys_str_mv | AT danthanhduongthi cognitivediagnosticanalysesoftheprogressininternationalreadingliteracystudypirls2011results AT nathalieloye cognitivediagnosticanalysesoftheprogressininternationalreadingliteracystudypirls2011results |