期刊名称：Psicología Educativa: Revista de los Psicólogos de la Educación
印刷版ISSN：1135-755X
电子版ISSN：2174-0526
出版年度：2014
卷号：20
期号：2
页码：89-97
DOI：10.1016/j.pse.2014.11.001
出版社：Colegio Oficial de Psicólogos de Madrid
摘要：This paper aims to identify the utility of and the need for cognitively diagnostic assessments (CDAs) in conjunction with cognitive diagnosis models (CDMs), and to outline various considerations involved in their development and use. We begin by contrasting the CDA/CDM framework against existing assessment frameworks, which are typically based on item response theory or classical test theory, and show that \{CDAs\} used in the \{CDM\} context can provide valuable diagnostic information that could enhance classroom instruction and learning. We then detail how the components of a \{CDA\} fit into the assessment triangle framework, as well as the evidence-centered design framework. Attribute identification and item development in the context of \{CDA\} are discussed, and examples from relevant research are provided. Details of CDMs, which are the statistical models that underpin the practical implementations of CDAs, are also discussed.
关键词：Cognitively diagnostic assessments ;Cognitive diagnosis model ;Evidence-centered design ;Assessment triangle ;Evaluación para el diagnóstico cognitivo ;Modelo de diagnóstico cognitivo ;Diseño centrado en la evidencia ;Triángulo de evaluación
