Applying Cognitive Diagnostic Assessment to Unpack High School Students' Knowledge-in-Use in Science Education

• In Event: Cognition and Assessment

Abstract

Assessing and diagnosing knowledge-in-use bring the tremendous challenges in science education. This study developed cognitive diagnostic assessment test with eight construct-response tasks, seven cognitive attributes, and a Q-matrix. Responses from 530 Grade 10 students from eight high schools were collected, scored, and analyzed. The sequential cognitive diagnostic modeling approach was employed to validate the quality of items and the cognitive attributes and to explore high school students’ cognitive patterns and learning paths toward knowledge-in-use. The results suggest that the cognitive assessment with seven cognitive attributes was reliable and valid. This study also found a primary learning path for students’ development toward knowledge-in-use that could inform researchers and teachers to design, use, and adjust their curriculum, assessment, and instruction in classrooms.

Authors

• Peng He, Michigan State University
  Presenting Author

• Tingting Li, Michigan State University
  Presenting Author

• Wenchao Ma, University of Alabama
  Presenting Author