Triangulation of Learner Latent Profiles: Cognitively Diagnostic Reading Skills, Goal Orientations, and Self-Perceived Reading Skills

• In Event: Poster Session 14
  In Poster Session: Conceptual and Technical Studies on Assessment Design and Development Topics in K-12 Education

Abstract

This paper triangulates young learners’ cognitive skills profiles for reading, goal orientations, and self-perceived reading ability profiles. The context of this paper is a study in which cognitively diagnostic reading profiles were developed for Grade 6 students in Canada using a cognitive diagnostic assessment (CDA) approach. Students’ latent traits were triangulated to gain a comprehensive understanding of learners’ cognitive development and its relationship with psychological traits, so that students requiring additional intervention could be identified. This paper shows how learner-specific traits are related to CDA-based skill profiles. The findings can assist in identifying students most likely to be engaging in less efficient cognitive processing, and demonstrate how learner profiles developed on CDA principles relate to goal orientations and self-perceived abilities.

Authors

• Maggie Dunlop, University of Toronto - OISE

• Eunice Eunhee Jang, University of Toronto

• Gina Park, University of Toronto - OISE

• Edith van der Boom