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Another Reason for CDA in Language Assessment: A Critical Synthesis from a Perspective of Validating Test Constructs

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Title: Another Reason for CDA in Language Assessment: A Critical Synthesis from a Perspective of Validating Test Constructs
Language: English
Authors: Yeon-Sook Yi (ORCID 0000-0001-6771-9771)
Source: Language Teaching Research Quarterly. 2023 37:248-265.
Availability: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Information Analyses
Descriptors: Cognitive Tests, Diagnostic Tests, Construct Validity, Measures (Individuals), Language Tests, Validity, Models
ISSN: 2667-6753
Abstract: Cognitive diagnostic assessment is known for its capacity to provide detailed feedback to test-takers, which can inform instruction and guide learning. Besides this core strength of the assessment approach, the measurement procedure also works as a construct validation method in itself. Previous studies do not call attention to this aspect of cognitive diagnostic assessment and how the CDA validation can be different from existing construct validation methods. Thus, the purpose of this article is to synthesize cognitive diagnostic assessment research from a standpoint of seeing it as a construct validation procedure with a focus on its strengths as such. In doing so, the article closely examines studies that applied two earlier cognitive diagnostic models to learner data because they established the research foundations of CDA in language testing. Before looking into the details of the procedure of cognitive diagnostic assessment, the paper critically reviews non-CDA studies on construct validation in language testing. It then scrutinizes the methods and objects of construct validation in CDA research to find any significant differences. The paper concludes with several avenues of future research in CDA, which are related to the matter of verifying test constructs.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1409314
Database: ERIC
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  Data: Another Reason for CDA in Language Assessment: A Critical Synthesis from a Perspective of Validating Test Constructs
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  Data: <searchLink fieldCode="AR" term="%22Yeon-Sook+Yi%22">Yeon-Sook Yi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6771-9771">0000-0001-6771-9771</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research+Quarterly%22"><i>Language Teaching Research Quarterly</i></searchLink>. 2023 37:248-265.
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  Data: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
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  Data: <searchLink fieldCode="DE" term="%22Cognitive+Tests%22">Cognitive Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Diagnostic+Tests%22">Diagnostic Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Construct+Validity%22">Construct Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink>
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  Data: Cognitive diagnostic assessment is known for its capacity to provide detailed feedback to test-takers, which can inform instruction and guide learning. Besides this core strength of the assessment approach, the measurement procedure also works as a construct validation method in itself. Previous studies do not call attention to this aspect of cognitive diagnostic assessment and how the CDA validation can be different from existing construct validation methods. Thus, the purpose of this article is to synthesize cognitive diagnostic assessment research from a standpoint of seeing it as a construct validation procedure with a focus on its strengths as such. In doing so, the article closely examines studies that applied two earlier cognitive diagnostic models to learner data because they established the research foundations of CDA in language testing. Before looking into the details of the procedure of cognitive diagnostic assessment, the paper critically reviews non-CDA studies on construct validation in language testing. It then scrutinizes the methods and objects of construct validation in CDA research to find any significant differences. The paper concludes with several avenues of future research in CDA, which are related to the matter of verifying test constructs.
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        StartPage: 248
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      – SubjectFull: Cognitive Tests
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      – SubjectFull: Diagnostic Tests
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      – SubjectFull: Construct Validity
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      – SubjectFull: Language Tests
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      – SubjectFull: Models
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