Development of a Cognitively Diagnostic Assessment in Mathematics

• In Event: Roundtable Session 28
  In Roundtable Session: Issues and Practical Applications in Cognitive Diagnostic Modeling

Abstract

Students’ development of conceptual understandings of subject matter is a central goal of mathematics education. The ability of teachers to assess students’ progress towards this educational goal and to timely adapt instruction and remediation play a critical role in this process. This study presents a methodology for the development of targeted cognitively-diagnostic assessments that could greatly support teachers with these tasks. Using a construct of the early concept of angle as an example and applying the Q-Matrix Theory and Rule Space Method as a theoretical and analytical framework, the study will explicate the process from the initial cognitive analysis of the concept to the final creation and validation of the measurement instrument.

Author

• Elvira Khasanova, University at Buffalo - SUNY