Developing a reading comprehension test for cognitive diagnostic assessment: A RUM analysis

Diagnosing EFL learners’ writing ability: a diagnostic classification modeling analysis

“…It might be somewhat odd to say that although diagnostic tests are so compelling, very few true diagnostic tests have been designed (e.g., DIALANG by Alderson, 2005;Alderson & Huhta, 2005; DELNA (www.delna. auckland.ac.nz/uoa); and DELTA by Urmston, Raquel, & Tsang, 2013;Ranjbaran & Alavi, 2017) due to the difficult and time-consuming process of test construction (Alderson, 2005). Conversely, most applications of CDMs in educational measurement in general and second/foreign language testing in particular are cases of retrofitting to existing achievement or proficiency tests.…”

“…Considering the advantages of retrospective CDMs, these models have been applied in different studies on different language skills (Aryadoust, 2018;Buck, Tatsuoka, & Kostin, 1997;Jang, 2009;Kasai, 1997;Kim, 2014;Lee & Sawaki, 2009b;Li, 2011;Li & Suen, 2013;Ranjbaran & Alavi, 2017;Sawaki, Kim, & Gentile, 2009;Scott, 1998;Sheehan, 1997;von Davier, 2008). Compared to reading and listening, too little studies employed CDMs for the productive skills, e.g., writing and speaking.…”

“…Feedback conventionally refers to "information provided by an agent (e.g., teacher, peer, book, parent, self, experience) regarding aspects of one's performance or understanding" (Hattie & Timperley, 2007, p. 81). Many researchers have accentuated that effective feedback should close the gap between the actual level and desired level of performance (Kumar & Stracke, 2011;Ramaprasad, 1983;Sadler, 1989). Appropriate feedback has been also shown to have a major role in motivating students, encouraging self-regulated learning, and improving subsequent learning and teaching (Black & Wiliam, 1998;Hyland, 2013;Kuo, Chen, Yang, & Mok, 2016;Zimmerman, 2000).…”

“…Despite the increasing interest for diagnostic purposes and potential of CDMs in providing detailed information about test takers' strengths and weaknesses, too little research has been devoted to L2 writing ability in a foreign/second language-learning context (Knoch, 2011;Ranjbaran & Alavi, 2017). In response to this call, this study seeks to apply a cognitive diagnostic model to identify strengths and weaknesses of Iranian English as a foreign language (EFL) university students' L2 writing ability.…”

A diagnostic assessment to middle school students’ proportional reasoning

“…Hence, the size of the research sample is regarded as one of the main challenges for the generalization of findings in qualitative studies. On the other hand, as stated by Ranjbaran and Alavi (2017), quantitative studies usually employ traditional techniques to obtain examinees' total, average, or individual scores to measure their mathematical knowledge or skills (e.g., Kuzu, 2017). While these scores provide valuable insights on examinees' overall performance, they do not offer diagnostic information on their strengths and weaknesses in terms of subject areas.…”