Monitoring Student Achievement with Cognitive Diagnosis Model

Year 2021, Volume: 12 Issue: 3, 303 - 320, 29.09.2021

Levent Yakar Nuri Doğan Şenol Dost Nazan Sezen Yüksel

https://doi.org/10.21031/epod.903084

Abstract

In this study, it is aimed to show how student achievement can be monitored by using the cognitive diagnosis models. For this purpose, responses of the 6th, 7th, and 8th grade Mathematics subtests of High School Placement Tests (HSPT) in 2009, 2010, and 2011, which provide longitudinal data, were used, respectively. There were 49933 examiners’ responses in data sets. The attributes examined by these tests were determined by the Mathematics experts, and the Q matrix consisting of five attributes was developed. As a result of the analysis, it was seen that the largest latent class for all three years consisted of those non-master for any attribute. It was observed that the probability of attribute mastery increased in the 7th grade and decreased in the 8th grade. The high classification accuracy seen as a result of the analysis applied to HSPT, which is not intended for the cognitive diagnosis, shows that the results can be used for monitoring student achievement.

Keywords

Cognitive diagnosis, student achievement, g-dina, attribute mastery probability, longitudinal data

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