Measuring Students' Learning Progressions in Energy Using Cognitive Diagnostic Models

• In Event: AERA Virtual Poster Session 3
  In Poster Session: Assessment and Learning: Review and Applications

Abstract

This study applied cognitive diagnostic models to assess students’ learning progressions in energy. A Q matrix was proposed based on existing literature about learning progressions of energy in the physical science domain, and the TIMSS assessment framework. The Q matrix was validated through expert review and real data analysis. Then, the DINA model was applied to three jurisdictions’ data. Results suggested that the hypothesized learning progression was consistent with Australian and Ontario students’ but not Hong Kong students’ observed progression in understanding the energy concept. We also found similarities of students’ attribute mastery across three jurisdictions. In addition, we examined the instructional sensitivity of each selected item. We discussed several potential curriculum-related issues

Authors

• Shuqi Zhou, Purdue University

• Anne Traynor, Purdue University