Au coeur du développement d’une épreuve en mathématique dotée d’un potentiel diagnostique

Abstract

Le contexte de la formation professionnelle est caractérisé par des élèves hétérogènes dont certains présentent des difficultés importantes relatives aux apprentissages de base en mathématique, tels que les opérations ou l’usage des fractions. Cet article documente en détail les trois phases qui ont permis d’assembler une épreuve en mathématique ayant le potentiel de faire un diagnostic précis de ces difficultés en produisant des données compatibles avec l’application d’un modèle psychométrique de classification diagnostique.The context of vocational training is characterized by heterogeneous students some of which have significant difficulties with basic math learning such as operations or use of fractions. This article documents in detail the three phases that helped assemble a math test with the potential to make an accurate diagnosis of these difficulties by producing data compatible with a psychometric diagnostic classification model.O contexto da formação profissional é caracterizado pela heterogeneidade dos alunos, alguns dos quais têm dificuldades significativas relativas às aprendizagens básicas em matemática, como as operações ou a utilização de frações. Este artigo documenta em detalhe as três fases que ajudaram a elaborar um teste de matemática com o potencial de fazer um diagnóstico preciso dessas dificuldades, produzindo dados compatíveis com a aplicação de um modelo psicométrico de classificação diagnóstica

Cognitive Diagnostic Analyses of the Progress in International Reading Literacy Study (PIRLS) 2011 Results

“…This matrix is often in the form of an array with binary numbers (1 and 0) to determine whether an attribute is required to correctly answer an item. The Q-matrix can be constructed by combining a content analysis of the items and an analysis of empirical data from a small group of candidates (Loye & Lambert-Chan, 2016;Tjoe & de la Torre, 2014) or analysis of candidates' think-aloud protocol (Jang, 2005;Li & Suen, 2013);…”