department of Educational Psychology, education and psychology faculty, Alzahra university, Tehran,Iran
10.22034/emes.2024.714646
Abstract
Over the recent decades cognitive diagnostic assessment (CDA) has gained a special status as an approach to students’ performance assessment. This approach instead of ranking students based of their tests scores, provide formative diagnostic feedback through a fine-grained reporting of learners’ attribute mastery profiles which is necessary to respond to test items. The present study, through application of Polytomouse Deterministic Input, Noisy ‘‘and’’ gate [de la Torre & Douglas, 2013], investigated the degree to which the items of a mathematical literacy test can provide diagnostically useful information. Through expert rating, a Qmatrix including underlying cognitive attributes was developed and data collected from 700 15-year-old students. Using PDINA model, model fit indicators, latent Class Probabilities, items’ parameters, and student’s attributes profile applying the “CDM” package in R were produced. Results indicated flexibilities of the Polytomouse Deterministic Input, Noisy ‘‘and’’ gate model and items can provides diagnostically useful information based on proposed model.
