E-learning is increasingly used to support student learning in higher education, facilitating administration of online formative assessments. Although providing diagnostic, actionable feedback is generally more effective, in current practice, feedback is often given in the form of a simple proportion of correctly solved items. This study shows the validation process of constructing detailed diagnostic information on a set of skills, abilities, and cognitive processes (so-called attributes) from students’ item response data with diagnostic classification models. Attribute measurement in the domain of statistics education is validated based on both expert judgment and empirical student data from a think-aloud study and large-scale assessment administration. The constructed assessments provide a valid and reliable measurement of the attributes. Inferences that can be drawn from the results of these formative assessments are discussed and it is demonstrated how this information can be communicated to students via learning dashboards to allow them to make more effective learning choices.

/pdf/cognitive-diagnostic-assessment-in-university-statistics-1d8jw4yj.pdf

Cognitive Diagnostic Assessment in University Statistics Education: Valid and Reliable Skill Measurement for Actionable Feedback Using Learning Dashboards

Feedback plays an important role in the teaching and learning environment because it provides learners with information intended to help them improve their learning. For feedback to be successful in this role, the information from feedback must also highlight the type of thinking exhibited in performing any tasks. However, very few studies have been conducted to examine the role feedback plays in promoting higher order thinking. The purpose of this paper is to propose a theoretical feedback model that can promote higher order thinking. The components of the model include: conducive learning environment, instructional activities, task characteristics, validating students’ thinking, and providing feedback. Future research is needed to empirically test the variables and their relationships as proposed in the model. Keywords: classroom environment, formative assessment, formative feedback, higher order, thinking

/pdf/the-role-of-formative-feedback-in-promoting-higher-order-3nmeail0b7.pdf

The role of formative feedback in promoting higher order thinking skills in classrooms: a theoretical model

Los estandares actuales, para la evaluacion de la calidad psicometrica de las pruebas psicologicas y educativas, estipulan que una de las evidencias requeridas que justifican las inferencias derivadas de la aplicacion de un test se refiere a las estrategias para contestar a los items que lo componen. Por lo tanto, el objetivo del presente articulo se propone presentar los resultados de una investigacion, que  consistio en la ejecucion de entrevistas semiestructuradas a un conjunto de 15 estudiantes universitarios de primer ingreso, cuyos reportes orales fueron analizados con el objetivo de fundamentar un conjunto de estrategias para contestar los items verbales de la Prueba de Aptitud Academica de la Universidad de Costa Rica, que habian sido identificadas previamente. Los resultados indican que efectivamente los participantes emplearon las estrategias propuestas, lo cual constituye una evidencia  de gran importancia sobre las habilidades de razonamiento que se miden con los items verbales de la Prueba de Aptitud Academica. Finalmente, se concluye con una discusion sobre los resultados acerca de la utilidad de los autorreportes verbales que recaban evidencias de validez para un test y sobre futuras investigaciones en esta linea. Abstract: Abstract Current standards for assessing the psychometric quality of psychological and educational tests stipulate that one indication required to justify the inferences derived from the application of a test are those related to answering strategies for the test items. Thus, this article presents the results of a study that involved the execution of semi-structured interviews with a group of 15 college freshmen, whose oral reports were analyzed to provide support for a set of strategies to answer previously identified verbal items from the “Academic Aptitude Test” (Prueba de Aptitud Academica) at the Universidad de Costa Rica. The results indicate that participants actually used the proposed strategies, which is important evidence about the reasoning skills measured by the Prueba de Aptitud Academica verbal items. Finally, we conclude with a discussion of the results, the usefulness of verbal self-reports to gather evidence for test validity and future research along these lines.

/pdf/autorreportes-verbales-en-voz-alta-para-la-identificacion-de-49g112r21g.pdf

Autorreportes verbales en voz alta para la identificación de procesos de razonamiento en pruebas estandarizadas

Person fit statistics to identify irrational response patterns for multiple-choice tests in learning evaluation

The idea that test scores may not be valid representations of what students know, can do, and should learn next is well known. Person fit provides an important aspect of validity evidence. Person fit analyses at the individual student level are not typically conducted and person fit information is not communicated to educational stakeholders. In this study, we focus on a promising method for detecting and conveying person fit for large-scale educational assessments. This method uses multilevel logistic regression (MLR) to model the slopes of the person response functions, a potential source of person misfit for IRT models. We apply the method to a representative sample of students who took the writing section of the SAT (N = 19,341). The findings suggest that the MLR approach is useful for providing supplemental evidence of model–data fit in large-scale educational test settings. MLR can be useful for detecting general misfit at global and individual levels. However, as with other model–data fit indices, ...

Exploring Person Fit with an Approach Based on Multilevel Logistic Regression.

The goal of this study was to investigate the usefulness of person-fit analysis in validating student score inferences in a cognitive diagnostic assessment. In this study, a two-stage procedure was used to evaluate person fit for a diagnostic test in the domain of statistical hypothesis testing. In the first stage, the person-fit statistic, the hierarchy consistency index (HCI; Cui, 2007; Cui & Leighton, 2009), was used to identify the misfitting student item-score vectors. In the second stage, students’ verbal reports were collected to provide additional information about students’ response processes so as to reveal the actual causes of misfits. This two-stage procedure helped to identify the misfits of item-score vectors to the cognitive model used in the design and analysis of the diagnostic test, and to discover the reasons of misfits so that students’ problem-solving strategies were better understood and their performances were interpreted in a more meaningful way.

https://era.library.ualberta.ca/items/2dc7d2fc-990a-4ea9-80ab-4ee4560956ad/view/4c6d92e9-5a26-47a1-a323-9102f4a88b31/EMIP_32_1_34.pdf

Validating Student Score Inferences with Person-Fit Statistic and Verbal Reports: A Person-Fit Study for Cognitive Diagnostic Assessment.

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Validating Student Score Inferences with Person-Fit Statistic and Verbal Reports: A Person-Fit Study for Cognitive Diagnostic Assessment.