Application of Cognitive Diagnosis Models to PISA Reading Assessment (Poster 11)

• In Event: AERA Poster Session Two
  In Poster Session: Measurement Theory and Application 1

Abstract

The current study applied cognitive diagnostic models (CDMs) to analyze the Programme for International Student Assessment 2018 reading data collected in Taiwan. PISA has reported assessment results through scaling and scoring methodologies using item response theory. Scale scores are reported and compared at the country level. To respond to the desirable need in cognitive feedback, we developed the Q-matrix based on the reading assessment framework proposed by PISA2018. The Q-matrix was refined through methods of validation. Various CDMs were applied to evaluate model fit for Taiwan PISA2018 reading assessment data. As the most optimal model was identified, we explored the relationship between CDM results and conventional PISA scale scores, making meaningful inferences to inform practitioners in reading literacy or education.

Authors

• Huey-Ing Tzou, National University of Tainan
  Non-Presenting Author

• Yi-Fang Wu, Cambium Assessment, Inc.
  Presenting Author