Measuring Reading Comprehension: Construction and Validation of a Cognitive Diagnostic Assessment

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

Abstract

Cognitive diagnostic assessment (CDA) is gaining attention for identifying fine-grained skills of interest. However, most CDA empirical studies rely on analyzing existing items that were not originally intended for diagnostic purpose, thus there are often not enough items addressing a particular feature for reliable results and the specificity cannot be obtained. Using CDA approach of test development, this study developed a CDA in a complex cognitive domain (e.g., foreign language reading). With the explicit purposes of providing diagnostic information about examinees’ strengths and weaknesses, the processes and procedures for test design, item development, and psychometric analyses are completely integrated and complementary. The information from this assessment is highly informative, and potentially prescriptive, therefore is more relevant to teaching and learning.

Author

• Junli Wei, University of Illinois at Urbana-Champaign