![]() Hence, the focus of this paper is to evaluate the appropriateness and coherence of these three aspects (I: skill, II: tasks, and III: Q matrix). Rather, they require their own separate empirical studies. These three prerequisites are not simply set by researchers’ definition nor by experts’ common sense. The Q matrix represents the a priori assumption for running the statistical CDM-procedure for identifying learners’ individual competence/skill profiles. ![]() With regard to a diagnostic assessment, three aspects are of particular importance according to the ECgD approach: (I) the selection of a measurable set of competence facets (so-called skills) and their grain-size, (II) the constructed pool of skill-based tasks, and (III) the clear and valid specified task to skill assignments expressed within the so-called Q matrix. To secure this stringent evidence-based reasoning, a principled framework for designing a technology-based diagnostic assessment is required-such as the evidence-centred game design (ECgD). However, to obtain this necessary information a strong connection has to be made between cognition (the intended competence), observation (the observed learners’ responses while solving the tasks), and interpretation (the inferences made based on the observed responses of learners’ underlying competencies). Diagnostic assessments using cognitive diagnostic models (CDMs) have the potential to provide individual profiles of learners’ strengths and weaknesses on a fine-grained level that can enable educators to assess the current position of learners. Educational experts commonly agree that tailor-made guidance is the most efficient way to foster the learning and developmental process of learners.
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