Cognitive Diagnostic Analyses of the Progress in International Reading Literacy Study (PIRLS) 2011 Results

Despite the grand demand to receive diagnostic information about students’ difficulties in reading, there are very few tests specifically designed for diagnostic purposes. Therefore, many researches in cognitive diagnostic approach (CDA) use large-scale test results to provide fine and reliable diagnostic feedback on the strengths and weaknesses of students other than the total scores or percentiles ranks, which allow appropriate intervention. This study shows an example of the application of diagnostic modeling using data from 4,762 Canadian students who completed booklet 13 of the PIRLS test in 2011. The results highlight the potential for detailed diagnostic feedback of students’ strengths and weaknesses on the underlying skills identified in the test.

Does Diagnostic Feedback Promote Learning? Evidence From a Longitudinal Cognitive Diagnostic Assessment

Assessment for learning emphasizes the importance of feedback to promote learning. To explore whether cognitive diagnostic feedback (CDF) promotes learning and whether it is more effective than traditional feedback in promoting learning, this study conducted a quasi-experiment by utilizing a longitudinal cognitive diagnostic assessment to compare the effect of three feedback modes on promoting learning, including CDF, correct–incorrect response feedback (CIRF), and no feedback. The results provided some evidence for the conclusion that CDF can promote students’ learning and is more effective than CIRF in promoting learning, especially in more challenging areas of knowledge.

A Markov Estimation Strategy for Longitudinal Learning Diagnosis: Providing Timely Diagnostic Feedback

Timely diagnostic feedback is helpful for students and teachers, enabling them to adjust their learning and teaching plans according to a current diagnosis. Motivated by the practical concern that the simultaneity estimation strategy currently adopted by longitudinal learning diagnosis models does not provide timely diagnostic feedback, this study proposes a new Markov estimation strategy, which follows the Markov property. A simulation study was conducted to explore and compare the performance of four estimation strategies: the simultaneity, the Markov, the anchor-item, and the separated estimation strategies. The results show that their performance was highly consistent, and they presented in the following relative order: simultaneity > Markov > anchor-item ≥ separated. Overall, although accuracy in parameter estimation is sacrificed slightly with the proposed strategy, it can provide timely diagnostic feedback to practitioners, which is in line with the concept of “assessment for learning” and the needs of formative assessment.

Teaching with the Test: Experimental Evidence on Diagnostic Feedback and Capacity Building for Public Schools in Argentina

This article examines the impact of two strategies for using large-scale assessment results to improve school management and classroom instruction in the province of La Rioja, Argentina. In the study, 104 public primary schools were randomly assigned to three groups: a diagnostic-feedback group, in which standardized tests were administered at baseline and two follow-ups and results were made available to schools; a capacity-building group, in which workshops and school visits were conducted; and a control group, in which tests were administered at the second follow-up. After two years, diagnostic-feedback schools outperformed control schools by 0.33 standard deviations (σ) in mathematics and 0.36σ in reading. In fact, feedback schools still performed 0.26σ better in math and 0.22σ better in reading in the national assessment a year after the end of the intervention. Additionally, principals at feedback schools were more likely to use assessment results in making management decisions, and students were more likely to report that their teachers used more instructional strategies and to rate their teachers more favorably. Combining feedback with capacity building does not seem to yield additional improvements, but this could be due to schools assigned to receive both components starting from lower learning levels and participating in fewer workshops and visits than expected.

The Effects of Holistic Diagnostic Feedback Intervention on Improving Struggling Readers’ Reading Skills

The present study examined ways in which young readers respond to customized diagnostic feedback interventions. Individualized feedback and intervention support were provided to six junior elementary students whose profiles were developed based on multiple data sources which considered students’ interests, learning preferences, and reading readiness levels. A multiple case study approach was applied to examine how each of the students uniquely responded to the diagnostic feedback intervention. The study findings show that providing students with individualized feedback that is skill-based and provides strategies to target chosen areas gives them a far greater understanding of their strengths and weaknesses and how to best target these areas over simply providing an achievement level. Assessment which informs students’ current skills of reading comprehension can support students’ learning. Intervention that moves between teacher and student allows for the adjustment of students’ cognitive and metacognitive processes. Providing students with skills and strategies through feedback allows them to increase their self-regulation and motivation to learn.