This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Jang, E. E. Search for Related Content Social Bookmarking                         What's this?

Cognitive diagnostic assessment of L2 reading comprehension ability: Validity arguments for Fusion Model application to LanguEdge assessment

University of Toronto, Canada, ejang{at}oise.utoronto.ca

With recent statistical advances in cognitive diagnostic assessment (CDA), the CDA approach has been increasingly applied to non-diagnostic tests partly to meet accountability demands for student achievement. The study aimed to evaluate critically the validity of the CDA application to an existing non-diagnostic L2 reading comprehension test and to provide information about challenges and conditions for the CDA approach. Based on Jang's study (2005), this paper focuses on the dependability of the Fusion Model's skill profiling, the characteristics of resulting L2 skill profiles, and the diagnostic capacity of LanguEdge^TM test items. In addition, the paper examines the validity arguments from the users' perspective by focusing on the usefulness of the diagnostic feedback. The results suggest that the CDA approach can provide more fine-grained diagnostic information about the level of competency in reading skills than traditional aggregated-test scoring can. While various empirical evidence supported the dependability of the skill profiling process, the results also raised some concerns about the application of the CDA approach to a test developed for non-diagnostic purposes, most significantly, a lack of diagnostic capacity of some of the test items with extremely easy or difficult levels. The results offer useful information about the potential challenges and conditions for future application of cognitive diagnostic assessment.

Key Words: cognitive diagnostic assessment (CDA) • diagnostic feedback • Fusion Model • language testing • LanguEdge assessment • reading comprehension • skill profiles • validity arguments

Language Testing, Vol. 26, No. 1, 031-73 (2009)
DOI: 10.1177/0265532208097336


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?