Integrating diagnostic assessment into curriculum: a theoretical framework and teaching practices
Abstract Currently, much research on cognitive diagnostic assessment (CDA) focuses on the development of statistical models estimating individual students’ attribute profiles. However, little is known about how to communicate model-generated statistical results to stakeholders, and how to translate...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2021-01-01
|
| Series: | Language Testing in Asia |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40468-020-00117-y |