Definition and Development of a Cognitively Diagnostic Assessment of the Early Concept of Angle Using the Q-Matrix Theory and the Rule-Space Model

• In Event: Poster Session 10
  In Poster Session: Assessment of Learning and Cognition

Abstract

Students’ educational success relies largely on teachers’ ability to assess for learning (Chappuis & Stiggins, 2002). Such assessment must stem from thorough understanding of cognitive components of learning and their manifestation in students’ performance. Focusing on the early concept of angle – the angle-related knowledge, skills, and understandings appropriate and relevant for students in grades 3 through 5, in which the concept is formally introduced – the study explicates the concept in terms of cognitive attributes that underlie students’ performance on angle-related mathematical tasks. Using the Q-matrix Theory and Rule-Space Methodology as a primary theoretical and analytical framework, the study results in the development and validation of a cognitive model of the concept and the creation of a corresponding cognitively-diagnostic assessment.

Author

• Elvira Khasanova, University at Buffalo - SUNY