Cognitive Diagnostic Modeling With an Algebraic Thinking Assessment for Elementary School Students

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

Abstract

Elementary students often exhibit a wide variety of different conceptions associated with algebraic thinking that their teachers fail to recognize or understand (Smith, diSessa, & Roschelle, 1994). Diagnostic assessments can make student misconceptions visible and pinpoint strengths and weaknesses of their thinking. This study aims to apply the cognitive diagnostic measurement (CDM) analysis to empirically validate a diagnostic assessment of algebraic thinking with 749 elementary students at Grades 4 and 5. Our preliminary results indicate that diagnostic information can be obtained from the assessment which may help teachers make tailored instructional plans. Further CDM analyses at the item and individual levels and analyses of student protocols will be conducted to provide empirical validity evidences of this assessment.

Authors

• Nicole Ralston, University of Portland

• Hyun Sook Yi, Konkuk University

• Min Li, University of Washington