| Residential College | false |
| Status | 已發表Published |
| Personalized assessment: Applying higher-order cognitive diagnosis models in secondary mathematics | |
Zhang, Ying1; Jin, Yi1; Xiong, Zhenrong2; Leung, Shing On3 ; Chen, Gaowei1; Li, Na2; Li, Bo2
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| 2022-10 | |
| Source Publication | Asian Journal for Mathematics Education
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| Volume | 1Issue:4Pages:455-474 |
| Abstract | Personalized assessment is an essential component in education. Although many cognitive diagnosis models (CDMs) have been developed for this purpose, few studies have applied them in secondary mathematical contexts. Using a sample of 391 Grade 11 students from a secondary school in China, the fifindings indicated that the higher-order generalized deterministic inputs, noisy, “and” gate (higher-order GDINA) model with one-parameter logistic (1PL) best fifit the data, and the Q matrix validation process achieved acceptable results. At the grade level, most of the participants mastered attributes B1 (i.e., basic concept development of derivatives: simple equations, zero or extreme points, and function range problems), B2 (complex inductive contextualization of derivatives: induction from the known to solve the unknown problems), and B3 (basic routine problem solving of derivatives: graphs that pass through a fifixed point or quantitative inequalities). However, less than half of the students mastered attribute B4 (complex transformative contextualization of derivatives: transformation by the combination of numbers and graphs). At the individual level, we selected four representative students with high, medium, and low levels of achievement to examine their individual skill profifiles and provide personalized remedial and enhanced feedback. Implications for personalized assessments are discussed. |
| Keyword | Cognitive Diagnosis Higher-order Gdina Model Pisa q Matrix Validation Personalized Assessment |
| DOI | 10.1177/27527263221136301 |
| URL | View the original |
| Indexed By | SSCI |
| Language | 英語English |
| WOS Research Area | Education |
| WOS Subject | Education |
| Publisher | Asian Journal for Mathematics Education |
| The Source to Article | Asian Journal for Mathematics Education |
| Fulltext Access | |
| Citation statistics | |
| Document Type | Journal article |
| Collection | Faculty of Education |
| Affiliation | 1.The University of Hong Kong 2.Central China Normal University 3.University of Macau |
| Recommended Citation GB/T 7714 | Zhang, Ying,Jin, Yi,Xiong, Zhenrong,et al. Personalized assessment: Applying higher-order cognitive diagnosis models in secondary mathematics[J]. Asian Journal for Mathematics Education, 2022, 1(4), 455-474. |
| APA | Zhang, Ying., Jin, Yi., Xiong, Zhenrong., Leung, Shing On., Chen, Gaowei., Li, Na., & Li, Bo (2022). Personalized assessment: Applying higher-order cognitive diagnosis models in secondary mathematics. Asian Journal for Mathematics Education, 1(4), 455-474. |
| MLA | Zhang, Ying,et al."Personalized assessment: Applying higher-order cognitive diagnosis models in secondary mathematics".Asian Journal for Mathematics Education 1.4(2022):455-474. |
| Files in This Item: | Download All | |||||
| File Name/Size | Publications | Version | Access | License | ||
| Zhang et al. (2022).（1071KB） | 期刊论文 | 作者接受稿 | 开放获取 | CC BY-NC-SA | View Download | |
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