Validating a Learning Progression Through a Cognitive Diagnostic Model

• In Event: 41.083 - Roundtable Session 15
  In Roundtable Session: 41.083-18 - Using Assessments to Understand Cognition

Abstract

This paper describes a validation study of a rational number learning progression (LP) for middle school mathematics. Analyses were based on a pilot study with 693 middle school students and 316 items. A cognitive diagnostic model of student mastery level within the LP was fit to the data. The validity of student classifications to LP levels based on the model was supported by (a) high convergent validity indices with test scores and state assessment scores, (b) significant alignment between the expected responses of students according to their model-based LP levels and the actual responses of students, and (c) high levels of reliability of student LP classifications from two sub-models, each based on half of the items.

Authors

• Yigal Attali, Educational Testing Service

• Meirav Arieli-Attali, ETS