TY - JOUR
T1 - Cognitive diagnosis approaches to language assessment
T2 - An overview
AU - Lee, Yong Won
AU - Sawaki, Yasuyo
N1 - Funding Information:
This article was inspired by the authors’ involvement in previous research projects funded by ETS on the application of CDAs to the TOEFL iBT test. This work was also partially funded by the SNU (Seoul National University) Research Fund for New Faculty awarded to the first author. An earlier version of this paper was presented at the 24th Language Research Colloquium (LTRC) held in Barcelona, Spain in 2007. The discussion in this paper benefited from the authors’ continued interaction and discussion about related issues with our former and current ETS colleagues, Matthias von Davier, Lou Dibello, Claudia Gentile, Sandip Sinharay, and Kentaro Yamamoto, as well as the LTRC audience and our LTRC symposium collaborators, Antony Kunnan, Eunice Jang, and Hae-Jin Kim. We also would like to thank Rosalea Courtney, Dan Eignor, Kim Fryer, Jonathan Schmidgall, two ETS internal reviewers, and two anonymous reviewers and editors of the journal for their thorough review and constructive feedback on earlier drafts of the paper. Needless to say, the responsibility for any errors that remain is solely the authors’.
PY - 2009/7
Y1 - 2009/7
N2 - A variety of cognitive diagnosis approaches (CDAs) have been used by researchers to extract fine-grained information about the linguistic knowledge states and skill mastery levels of test takers based on their performance on language tests. Although some of these approaches have been in use in the psychometric community for quite some time, many of these are relatively new to language testers and have not been widely researched or discussed in the field. The goal of this article is to describe how a CDA framework could be applied to language assessment. We start with a brief history and an overview of the major components of CDAs and then compare the characteristics of psychometric models for CDAs and discuss score interpretation and reporting issues. We conclude this article by outlining some of the challenges ahead and future research avenues for the application of CDAs in language assessment.
AB - A variety of cognitive diagnosis approaches (CDAs) have been used by researchers to extract fine-grained information about the linguistic knowledge states and skill mastery levels of test takers based on their performance on language tests. Although some of these approaches have been in use in the psychometric community for quite some time, many of these are relatively new to language testers and have not been widely researched or discussed in the field. The goal of this article is to describe how a CDA framework could be applied to language assessment. We start with a brief history and an overview of the major components of CDAs and then compare the characteristics of psychometric models for CDAs and discuss score interpretation and reporting issues. We conclude this article by outlining some of the challenges ahead and future research avenues for the application of CDAs in language assessment.
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U2 - 10.1080/15434300902985108
DO - 10.1080/15434300902985108
M3 - Review article
AN - SCOPUS:70849093573
SN - 1543-4303
VL - 6
SP - 172
EP - 189
JO - Language Assessment Quarterly
JF - Language Assessment Quarterly
IS - 3
ER -