2020
DOI: 10.3389/fpsyg.2020.01185
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Longitudinal Learning Diagnosis: Minireview and Future Research Directions

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Cited by 17 publications
(17 citation statements)
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“…But any findings from these cross-sectional data are speculative and open to alternative interpretation. They require additional evidence from other sources in order to be evaluated, for instance, studying longitudinally could be an alternative better examination option (Zhan et al, 2019;Zhan, 2020).…”
Section: Discussionmentioning
confidence: 99%
“…But any findings from these cross-sectional data are speculative and open to alternative interpretation. They require additional evidence from other sources in order to be evaluated, for instance, studying longitudinally could be an alternative better examination option (Zhan et al, 2019;Zhan, 2020).…”
Section: Discussionmentioning
confidence: 99%
“…In recent decades, with the development of psychometrics, learning diagnosis ( Zhan, 2020b ) or cognitive diagnosis ( Leighton and Gierl, 2007 ), which objectively quantifies students’ current learning status, has drawn increasing interest. Learning diagnosis aims to promote students’ learning according to diagnostic results which typically including diagnostic feedback and interventions.…”
Section: Introductionmentioning
confidence: 99%
“…However, most existing cross-sectional learning diagnoses are not concerned about measuring growth in learning. By contrast, longitudinal learning diagnosis evaluates students’ knowledge and skills (collectively known as latent attributes) and identifies their strengths and weaknesses over a period ( Zhan, 2020b ).…”
Section: Introductionmentioning
confidence: 99%
“…First, this study used cross-sectional data to construct a learning progression for probability, but learning progression itself is a developmental concept, so longitudinal data can be collected for more in-depth exploration in the future. In addition, some scholars have recently explored longitudinal cognitive diagnosis theory ( Li et al, 2016 ; Zhan et al, 2019 ; Zhan, 2020 ), so longitudinal tracking data can be collected under the guidance of longitudinal cognitive diagnosis theory to build learning progression that can reveal more about the laws of education. Second, the effect of the constructed learning progression is not fully explored in this study, so that future research can use remedy pathways to examine the validity of the cognitive diagnosis results.…”
Section: Discussionmentioning
confidence: 99%