Validating Theoretical Assumptions about Reading with Cognitive Diagnosis Models

Autor/inn/en	George, Ann Cathrice; Robitzsch, Alexander
Titel	Validating Theoretical Assumptions about Reading with Cognitive Diagnosis Models
Quelle	In: International Journal of Testing, 21 (2021) 2, S.105-129 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1530-5058
DOI	10.1080/15305058.2021.1931238
Schlagwörter	Foreign Countries; Grade 4; Achievement Tests; International Assessment; Reading Tests; Reading Achievement; Reading Skills; Information Seeking; Information Utilization; Cognitive Measurement; Models; Goodness of Fit; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Leseleistung; Reading skill; Lesefertigkeit; Informationserschließung; Informationsnutzung; Analogiemodell
Abstract	Modern large-scale studies such as the Progress in International Reading Literacy Study (PIRLS) do not only report reading competence of students on a global reading scale but also report reading on the level of reading subskills. However, the number of and the dependencies between the subskills are frequently discussed. In this study, different theoretical assumptions regarding the subskills describing the reading competence "acquiring and using information" in PIRLS are deduced from accompanying official materials. The different assumptions are then translated into empirical cognitive diagnosis models (CDMs). By evaluating and comparing the CDMs in terms of empirical fit criteria in each country participating in PIRLS 2016, the underlying theoretical assumptions are validated. Results show that in all but one country, a model proposing four reading subskills with no order between the subskills shows the best fit. This selected model could be simplified in order to facilitate practical derivations as, for example, the evaluation of skill classes and the analysis of learning paths. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01