Akademik Veri Yönetim Sistemi
International Journal of Assessment and Evaluation, cilt.29, sa.1, ss.37-55, 2022 (Scopus)
© 2022 Common Ground Research Networks, Cansu Ayan, Rahime Nükhet Çikrikçi.One of the frequently encountered and criticized situations in education is that measurement and evaluation practices focus on the result, both in the classroom and in large-scale applications. However, with practices giving the opportunity for formative assessment, it is believed that monitoring learning throughout the process and eliminating learning deficiencies on time will increase the quality of education. The cognitive diagnostic model (CDM) is a psychometric model that makes it possible to assess students' weaknesses and strengths. In this model, individuals are assigned to some latent classes according to their response patterns; thus, it provides researchers with information to identify how well test takers perform in the cognitive processes required to answer the items correctly. For this aim, a mathematics test was developed to measure the four fundamental cognitive skills in the fractions sublearning domain of mathematics. These forms were applied to 1,380 students. Latent class estimations were conducted via hierarchical CDM. CDM-based diagnostic result reports were designed, and detailed outputs presented regarding the individuals' cognitive development levels. Furthermore, members of each latent class were specified for what they could and could not do. Discussions of the advantages of presenting detailed feedback when using the CDM were provided.