+612 9045 4394
 
CHECKOUT
Cognitively Diagnostic Assessment - Paul D. Nichols

Cognitively Diagnostic Assessment

By: Paul D. Nichols (Editor), Susan F. Chipman (Editor), Robert L. Brennan (Editor)

Paperback

Published: 12th April 1995
Ships: 7 to 10 business days
7 to 10 business days
RRP $270.99
$187.75
31%
OFF
or 4 easy payments of $46.94 with Learn more

During the past two or three decades, research in cognitive science and psychology has yielded an improved understanding of the fundamental psychological nature of knowledge and cognitive skills that psychological testing attempts to measure. These theories have reached sufficient maturity, making it reasonable to look upon them to provide a sound theoretical foundation for assessment, particulary for the content of assessments. This fact, combined with much discontentedness over current testing practices, has inspired efforts to bring testing and cognitive theory together to create a new theoretical framework for psychological testing -- a framework developed for diagnosing learners' differences rather than for ranking learners based on their differences.
This volume presents some initial accomplishments in the effort to bring testing and cognitive theory together. Contributors originate from both of the relevant research communities -- cognitive research and psychometric theory. Some represent collaborations between representatives of the two communities; others are efforts to reach out in the direction of the other community. Taking fundamentally different forms, psychometric test theory assumes that knowledge can be represented in terms of one or at most a few dimensions, whereas modern cognitive theory typically represents knowledge in networks -- either networks of conceptual relationships or the transition networks of production systems.
Cognitively diagnostic assessment is a new enterprise and it is evident that many challenging problems remain to be addressed. Still, it is already possible to develop highly productive interactions between assessment and instruction in both automated tutoring systems and more conventional classrooms. The editors hope that the chapters presented here show how the reform of assessment can take a rigorous path.

Preface
Introductionp. 1
Student Modeling in the ACT Programming Tutorp. 19
Probability-Based Inference in Cognitive Diagnosisp. 43
Diagnostic Assessment of Troubleshooting Skill in an Intelligent Tutoring Systemp. 73
A Measurement Model for a Complex Cognitive Skillp. 103
ASPM2: Progress Toward the Analysis of Symbolic Parameter Modelsp. 127
A Bayesian Approach to Cognitive Assessmentp. 141
Assessing Design Activity in Complex CMOS Circuit Designp. 167
Adapting Cognitive Methods to Real-World Objectives: An Application to Job Knowledge Testingp. 189
Similarity, Structure, and Knowledge: A Representational Approach to Assessmentp. 221
Cognitive Structure Testing: A Computer System for Diagnosis of Expert-Novice Differencesp. 251
Inferring Students' Cognitive Structures and Their Development Using the "Fill-in-the-Structure" (FITS) Techniquep. 279
Using Clustering Methods to Explore the Structure of Diagnostic Testsp. 305
Architecture of Knowledge Structures and Cognitive Diagnosis: A Statistical Pattern Recognition and Classification Approachp. 327
Unified Cognitive/Psychometric Diagnostic Assessment Likelihood-Based Classification Techniquesp. 361
A Cognitive Diagnosis Method Using Latent Trait Models: Competency Space Approach and Its Relationship With DiBello and Stout's Unified Cognitive-Psychometric Diagnosis Modelp. 391
Where and When to Represent Students This Way and That Way: An Evaluation of Approaches to Diagnostic Assessmentp. 411
Some Suggestions for Alternative Assessmentsp. 431
Author Indexp. 455
Subject Indexp. 461
Table of Contents provided by Blackwell. All Rights Reserved.

ISBN: 9780805815894
ISBN-10: 0805815899
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 488
Published: 12th April 1995
Country of Publication: US
Dimensions (cm): 22.2 x 15.55  x 2.57
Weight (kg): 0.64
Edition Number: 1