A Cognitive Diagnostic Modeling of Attribute Mastery in Massachusetts, Minnesota, and the U.S. National Sample Using the TIMSS 2007

Autor/inn/en	Lee, Young-Sun; Park, Yoon Soo; Taylan, Didem
Titel	A Cognitive Diagnostic Modeling of Attribute Mastery in Massachusetts, Minnesota, and the U.S. National Sample Using the TIMSS 2007
Quelle	In: International Journal of Testing, 11 (2011) 2, S.144-177 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1530-5058
Schlagwörter	Mathematics Achievement; Achievement Tests; Models; Cognitive Measurement; Test Items; Guessing (Tests); Grade 4; Elementary School Students; Comparative Analysis; Item Response Theory; Testing; Massachusetts; Minnesota; United States; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Analogiemodell; Test content; Testaufgabe; Erraten; School year 04; 4. Schuljahr; Schuljahr 04; Item-Response-Theorie; Master-Studiengang; USA
Abstract	Studies of international mathematics achievement such as the Trends in Mathematics and Science Study (TIMSS) have employed classical test theory and item response theory to rank individuals within a latent ability continuum. Although these approaches have provided insights into comparisons between countries, they have yet to examine how specific attribute mastery affects student performance and how they can provide information for curricular instruction. In the 2007 administration of TIMSS, two benchmark participants--Massachusetts and Minnesota--were tested following the same procedural methods, providing an opportunity for comparison within and across the United States. Overall comparison of their performance showed Massachusetts and Minnesota to significantly outperform the United States. However, this article shows that there is a greater wealth of fine-grained information that can be translated directly for classroom application at the attribute level when a cognitive diagnostic model (CDM) such as the deterministic, inputs, noisy, "and" gate (Junker & Sijtsma, 2001) model is used. Results showed a significant disparity between proportions of correctly answering and mastering skills required to solve an item. Advantages of CDMs are discussed as well as a CDM-based method to filter distractor response categories that can aid instructors to diagnose a student's attribute mastery. (Contains 10 tables and 8 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10