Abstract
Cognitive diagnostic assessment has become a promising field of psychometric research over the past several years. Instead of providing a summative score, cognitive diagnostic assessment feed diagnostic information back to each examinee. In addition, cognitive diagnostic assessment specifies the attributes and skills mastered by the students, as well as the areas on which remedial instruction is needed (Leighton and Gierl, 2007). Therefore, cognitive diagnostic test is not only used for the purpose of evaluation, but also for providing detailed and valuable information regarding each student’s strengths and weaknesses in learning.
| Original language | English (US) |
|---|---|
| Title of host publication | Handbook of Item Response Theory |
| Subtitle of host publication | Three Volume Set |
| Publisher | CRC Press |
| Pages | 329-347 |
| Number of pages | 19 |
| Volume | 1-3 |
| ISBN (Electronic) | 9781482282474 |
| ISBN (Print) | 9781466514393 |
| DOIs | |
| State | Published - Jan 1 2018 |
ASJC Scopus subject areas
- General Mathematics