سنجش تشخیصی شناختی آزمون خواندن و درک مفاهیم برای بازخورد تشخیصی تکوینی

نوع مقاله: علمی پژوهشی

نویسندگان

دانشگاه تهران

چکیده

یکی از موضوعات حائز اهمیت در سنجش تشخیصی شناختی فقدان مطالعاتی در زمینه ساخت آزمونهای تشخیصی به منظور پیشبرد اهداف تشخیصی شناختی است. طی سالهای اخیر محققین تلاش کرده اند تا نتایج آزمون را به صورت کاربردی تر برای دانشجو و معلمان فراهم کنند و نتایج را فراتر از نمره میانگین ارائه دهند تا دانشجو بتواند به وضعیت درسی خود بهبود بخشند.
به همین منظور این مطالعه به تدوین یک آزمون خواندن و درک مفاهیم بر اساس چهارچوب شناختی پرداخته است. ابتدا مهارتهای لازم برای پاسخ دهی به هر سوال شناسایی و سپس یک ماتریس کیو برای شناسایی رابطه بین هر سوال و مهارتهای مورد نیاز ساخته شده است. درنهایت این آزمون برای تشخیص نقاط قوت و ضعف ۱۹۸۶ دانشجو دانشگاه تهران برگزار شد و از مدل فیوژن برای بدست آوردن گزارش خرد نیمرخ تسلط آزمودنی در مهارت استفاده شد. نتایج بدست آمده می تواند برای بازخورد تشخیصی تکوینی دانشجوها مفید واقع شود.

کلیدواژه‌ها


عنوان مقاله [English]

Cognitive Diagnostic Assessment of a Reading Comprehension Test Battery for Formative Diagnostic Feedback

نویسندگان [English]

  • Fatemeh Ranjbaran
  • Sayyed Mohammad Alavi
University of Tehran
چکیده [English]

A critical issue in cognitive diagnostic assessment (CDA) lies in the dearth of research in developing tests for cognitive diagnostic purposes. CDA of formative language assessment that aims to inform instruction has not been conducted in foreign language learning contexts. During recent years, researches have attempted to provide more practical results beyond a simple average grade in order to improve learning. This study explored how developing a reading comprehension test based on a cognitive framework could be used for diagnostic purposes. To validate the developed test items, a Q-matrix that specified the relationships between test items and target attributes was theoretically developed. ُThink aloud verbal protocols and content expert judgment was used to aid in development of the Q-matrix. Finally, to diagnose the participants’ strengths and weaknesses, the test was administered to 1986 students of a GE course at the University of Tehran and Fusion Model analysis was used to obtain learners’ skill mastery profiles. The obtained results can be very beneficial for formative diagnostic feedback.

کلیدواژه‌ها [English]

  • Attributes
  • Cognitive Diagnostic Assessment
  • Cognitive Diagnostic Model
  • Formative diagnostic feedback
  • Fusion model
  • Q-Matrix

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