认知诊断评估与认知诊断模型框架

IF 1.7 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH Psicologia Educativa Pub Date : 2014-12-01 DOI:10.1016/j.pse.2014.11.001
Jimmy de la Torre , Nathan Minchen
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引用次数: 95

摘要

本文旨在确定认知诊断评估(CDAs)与认知诊断模型(CDMs)结合的效用和需求,并概述其开发和使用中涉及的各种考虑因素。我们首先将CDA/CDM框架与现有的评估框架(通常基于项目反应理论或经典测试理论)进行对比,并表明在CDM背景下使用CDA可以提供有价值的诊断信息,可以增强课堂教学和学习。然后,我们详细介绍了CDA的组件如何适应评估三角形框架,以及以证据为中心的设计框架。讨论了批评性话语分析背景下的属性识别和项目开发,并提供了相关研究实例。cdm是支持CDAs实际实现的统计模型,它的细节也被讨论。
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Cognitively Diagnostic Assessments and the Cognitive Diagnosis Model Framework

This paper aims to identify the utility of and the need for cognitively diagnostic assessments (CDAs) in conjunction with cognitive diagnosis models (CDMs), and to outline various considerations involved in their development and use. We begin by contrasting the CDA/CDM framework against existing assessment frameworks, which are typically based on item response theory or classical test theory, and show that CDAs used in the CDM context can provide valuable diagnostic information that could enhance classroom instruction and learning. We then detail how the components of a CDA fit into the assessment triangle framework, as well as the evidence-centered design framework. Attribute identification and item development in the context of CDA are discussed, and examples from relevant research are provided. Details of CDMs, which are the statistical models that underpin the practical implementations of CDAs, are also discussed.

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来源期刊
CiteScore
3.50
自引率
0.00%
发文量
13
审稿时长
29 weeks
期刊介绍: La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.
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