On the usefulness of CDA-based score reporting: implications for self-regulated learning
Abstract In cognitive diagnostic modeling research, one area that has not had enough research interests is remedial learning or instruction based on the information provided by cognitive diagnostic assessment (CDA). The present study tries to address this research gap by looking into the usefulness...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2021-08-01
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| Series: | Language Testing in Asia |
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| Online Access: | https://doi.org/10.1186/s40468-021-00127-4 |
| _version_ | 1818455949258522624 |
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| author | Yeon-Sook Yi |
| author_facet | Yeon-Sook Yi |
| author_sort | Yeon-Sook Yi |
| collection | DOAJ |
| description | Abstract In cognitive diagnostic modeling research, one area that has not had enough research interests is remedial learning or instruction based on the information provided by cognitive diagnostic assessment (CDA). The present study tries to address this research gap by looking into the usefulness of the fine-grained score reports based on CDA in two different ways, i.e., a post-test and a survey inquiring about the perceived effectiveness of the score report that provided the skill profile of individual students. Another significance of the current research is that it attempted to introduce cognitive diagnostic assessment into a regular school exam unlike most previous studies that retrofitted to the existing tests. College students in Korea participated in the study, who were encouraged to do self-regulated learning utilizing the detailed information in the CDA-based score report. The results of the post-test and the survey were positive overall, supporting the utility of CDA-generated performance reports. The article ends with some suggestions for future research based on the limitations of the study. |
| first_indexed | 2024-12-14T22:18:54Z |
| format | Article |
| id | doaj.art-9c6081cc1a9d439781569ecdb1e5dd06 |
| institution | Directory Open Access Journal |
| issn | 2229-0443 |
| language | English |
| last_indexed | 2024-12-14T22:18:54Z |
| publishDate | 2021-08-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Language Testing in Asia |
| spelling | doaj.art-9c6081cc1a9d439781569ecdb1e5dd062022-12-21T22:45:33ZengSpringerOpenLanguage Testing in Asia2229-04432021-08-0111111510.1186/s40468-021-00127-4On the usefulness of CDA-based score reporting: implications for self-regulated learningYeon-Sook Yi0SangMyung UniversityAbstract In cognitive diagnostic modeling research, one area that has not had enough research interests is remedial learning or instruction based on the information provided by cognitive diagnostic assessment (CDA). The present study tries to address this research gap by looking into the usefulness of the fine-grained score reports based on CDA in two different ways, i.e., a post-test and a survey inquiring about the perceived effectiveness of the score report that provided the skill profile of individual students. Another significance of the current research is that it attempted to introduce cognitive diagnostic assessment into a regular school exam unlike most previous studies that retrofitted to the existing tests. College students in Korea participated in the study, who were encouraged to do self-regulated learning utilizing the detailed information in the CDA-based score report. The results of the post-test and the survey were positive overall, supporting the utility of CDA-generated performance reports. The article ends with some suggestions for future research based on the limitations of the study.https://doi.org/10.1186/s40468-021-00127-4Cognitive diagnostic assessmentEFL testSchool testDetailed score reportSelf-regulated learning |
| spellingShingle | Yeon-Sook Yi On the usefulness of CDA-based score reporting: implications for self-regulated learning Language Testing in Asia Cognitive diagnostic assessment EFL test School test Detailed score report Self-regulated learning |
| title | On the usefulness of CDA-based score reporting: implications for self-regulated learning |
| title_full | On the usefulness of CDA-based score reporting: implications for self-regulated learning |
| title_fullStr | On the usefulness of CDA-based score reporting: implications for self-regulated learning |
| title_full_unstemmed | On the usefulness of CDA-based score reporting: implications for self-regulated learning |
| title_short | On the usefulness of CDA-based score reporting: implications for self-regulated learning |
| title_sort | on the usefulness of cda based score reporting implications for self regulated learning |
| topic | Cognitive diagnostic assessment EFL test School test Detailed score report Self-regulated learning |
| url | https://doi.org/10.1186/s40468-021-00127-4 |
| work_keys_str_mv | AT yeonsookyi ontheusefulnessofcdabasedscorereportingimplicationsforselfregulatedlearning |