Application of Three Cognitive Diagnosis Models to ESL Reading and Listening Assessments

Autor/inn/en	Lee, Yong-Won; Sawaki, Yasuyo
Titel	Application of Three Cognitive Diagnosis Models to ESL Reading and Listening Assessments
Quelle	In: Language Assessment Quarterly, 6 (2009) 3, S.239-263 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
Schlagwörter	Reading Comprehension; Field Tests; Identification; Classification; Psychometrics; Listening Skills; Item Response Theory; Language Tests; Models; English (Second Language); Second Language Learning; Test Items; Cognitive Ability + Suchen Sie Ihr Suchwort? Leseverstehen; Praxisübung; Identifikation; Identifizierung; Classification system; Klassifikation; Klassifikationssystem; Psychometry; Psychometrie; Item-Response-Theorie; Language test; Sprachtest; Analogiemodell; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Test content; Testaufgabe; Denkfähigkeit
Abstract	The present study investigated the functioning of three psychometric models for cognitive diagnosis--the general diagnostic model, the fusion model, and latent class analysis--when applied to large-scale English as a second language listening and reading comprehension assessments. Data used in this study were scored item responses and incidence matrices, or Q-matrices (Tatsuoka, 1983, 1990), for the Listening and Reading sections of two field test forms of the TOEFL[R] iBT (Test of English as a Foreign Language[TM]). Results of empirical data analyses based on the three cognitive diagnosis models above revealed that (a) all three models adequately separated examinees into two mastery levels on most of the reading and listening skills, (b) a moderate level of across-form consistency of examinee skill mastery classification was achieved for most of the reading and listening skills as defined in this study, but (c) a large proportion of examinees were classified into "flat" profiles (i.e., "nonmasters of all skills" and "masters of all skills"). Overall, the three models produced similar results in terms of examinee classification, but some subtle differences across them were identified as well. (Contains 5 footnotes, 3 tables, and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10