Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model

Huan Chın; Cheng Meng Chew; Wun Yew; Muzirah Musa

doi:10.17275/per.22.147.9.6

EN

Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model

Abstract

‘Parallel and Perpendicular Lines’ is an important topic that serves as a basis for the learning of a more advanced geometric concept in later years. Yet, this topic is hard to master by the students. To pinpoint students’ weaknesses in this topic, this study sought to develop a cognitive diagnostic assessment (CDA) to assess students’ mastery of ‘Parallel and Perpendicular Lines’. The validation of the CDA and the use of CDA in measuring students’ mastery of ‘Parallel and Perpendicular Lines’ was documented in this article. The content validation involved two subject matter experts, while the pilot test involved 154 Year Four students from Kedah state of Malaysia selected using cluster sampling. The experts' consensus on the relevancy of test items was captured by calculating the content validity index. The psychometric properties of items and reliability of assessment were analysed based on Rasch Measurement Model. The validity of the assessment content was supported with an acceptable content validity index of 1.00 (>.80). The findings of Rasch analysis span across all ranges of abilities level and hence fit students’ competence well. With an acceptable person separation index of 1.58 (> 1.50), person separation reliability of .74 (>.70), and KR-20 coefficient of .78 (>.70), the CDA developed is reliable. The findings of assessing students’ mastery level highlighted their weaknesses in defining the properties of perpendicular lines and drawing perpendicular lines. The findings of this study would encourage practitioners to utilise it in the mathematics classroom for diagnosing students’ weaknesses and hence plan for remedial instruction.

Keywords

cognitive diagnostic assessment, elementary school, geometry, parallel and perpendicular lines

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Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Huan Chın
0000-0003-0991-7299
Malaysia

Cheng Meng Chew ^*
0000-0001-6533-8406
Malaysia

Wun Yew
0000-0002-2714-9636
Malaysia

Muzirah Musa This is me
0000-0003-3803-0208
Malaysia

Publication Date

November 1, 2022

Submission Date

February 28, 2022

Acceptance Date

October 25, 2022

Published in Issue

Year 2022 Volume: 9 Number: 6

DOI

https://doi.org/10.17275/per.22.147.9.6

IZ

https://izlik.org/JA58JA49PM

APA

Chın, H., Chew, C. M., Yew, W., & Musa, M. (2022). Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model. Participatory Educational Research, 9(6), 436-452. https://doi.org/10.17275/per.22.147.9.6

AMA

1.Chın H, Chew CM, Yew W, Musa M. Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model. PER. 2022;9(6):436-452. doi:10.17275/per.22.147.9.6

Chicago

Chın, Huan, Cheng Meng Chew, Wun Yew, and Muzirah Musa. 2022. “Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model”. Participatory Educational Research 9 (6): 436-52. https://doi.org/10.17275/per.22.147.9.6.

EndNote

Chın H, Chew CM, Yew W, Musa M (November 1, 2022) Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model. Participatory Educational Research 9 6 436–452.

IEEE

[1]H. Chın, C. M. Chew, W. Yew, and M. Musa, “Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model”, PER, vol. 9, no. 6, pp. 436–452, Nov. 2022, doi: 10.17275/per.22.147.9.6.

ISNAD

Chın, Huan - Chew, Cheng Meng - Yew, Wun - Musa, Muzirah. “Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model”. Participatory Educational Research 9/6 (November 1, 2022): 436-452. https://doi.org/10.17275/per.22.147.9.6.

JAMA

1.Chın H, Chew CM, Yew W, Musa M. Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model. PER. 2022;9:436–452.

MLA

Chın, Huan, et al. “Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model”. Participatory Educational Research, vol. 9, no. 6, Nov. 2022, pp. 436-52, doi:10.17275/per.22.147.9.6.

Vancouver

1.Huan Chın, Cheng Meng Chew, Wun Yew, Muzirah Musa. Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model. PER. 2022 Nov. 1;9(6):436-52. doi:10.17275/per.22.147.9.6