Developing Score Reports for Cognitive Diagnostic Assessments

Mary Roduta Roberts · Mark J. Gierl

69 citations0/0 files storedEducational Measurement Issues and Practice

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Psychometric Methodologies and Testing Student Assessment and Feedback Educational Technology and Assessment

Abstract

This paper presents a framework to provide a structured approach for developing score reports for cognitive diagnostic assessments (CDAs). Guidelines for reporting and presenting diagnostic scores are based on a review of current educational test score reporting practices and literature from the area of information design. A sample diagnostic report is presented to illustrate application of the reporting framework in the context of one CDA procedure called the Attribute Hierarchy Method. Integration and application of interdisciplinary techniques from education, information design, and technology are required for effective score reporting. While the AHM is used in this paper, this framework is applicable to any attribute‐based diagnostic testing method.

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References

2017Standards for Educational and Psychological Testing.1951Educational Measurement.2001Cognitive Assessment Models with Few Assumptions, and Connections with Nonparametric Item Response Theory 1983RULE SPACE: AN APPROACH FOR DEALING WITH MISCONCEPTIONS BASED ON ITEM RESPONSE THEORY 2003Focus Article: On the Structure of Educational Assessments 2006Measurement of psychological disorders using cognitive diagnosis models.2004Higher-Order Latent Trait Models for Cognitive Diagnosis 2007Cognitive Diagnostic Assessment for Education

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2012Developing Test Score Reports That Work: The Process and Best Practices for Effective Communication 2010Using the Attribute Hierarchy Method to Make Diagnostic Inferences about Examinees’ Knowledge and Skills in Mathematics: An Operational Implementation of Cognitive Diagnostic Assessment 2021Developing individualized feedback for listening assessment: Combining standard setting and cognitive diagnostic assessment approaches 2013An Illustration of Diagnostic Classification Modeling in Student Learning Outcomes Assessment 2014

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