Exploring ways to provide diagnostic feedback with an ESL placement test: Cognitive diagnostic assessment of L2 reading ability
Exploring ways to provide diagnostic feedback with an ESL placement test: Cognitive diagnostic assessment of L2 reading ability
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DOI：
10.1177/0265532214558457
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发表时间：
2015-04-01
期刊：
影响因子：
4.1
通讯作者：
Kim, Ah-Young (Alicia)
中科院分区：
文献类型：
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作者：
Kim, Ah-Young (Alicia)
以往对二语阅读能力的认知诊断性评估（CDA）的研究多采用大规模的英语水平考试（例如，TOEFL，MELAB）。使用CDA，可以分析单个学习者在多个属性（即，知识、技能、策略）。本研究探讨了如何利用分班测试分数来诊断成人ESL课程新生的二语阅读能力。五名内容专家完成了阅读分级测试，并确定了成功完成测试中每个项目所需的属性，同时参考了第二语言阅读属性列表。然后，内容专家的编码进行了分析，并发展成一个项目的属性Q矩阵。本研究采用认知诊断模型中的Fusion模型对Q矩阵进行了改进，并对1982名学习者的二语阅读能力进行了诊断。结果表明，10个主要的第二语言阅读属性涉及的阅读测试。此外，考生的长处和短处被确定为整体组，三个阅读熟练组（即，初学者、中级和高级）和个人学习者。这些信息可以提供给ESL课程管理者和教师，以改进阅读课程和开发教学材料。
Previous research in cognitive diagnostic assessment (CDA) of L2 reading ability has been frequently conducted using large-scale English proficiency exams (e.g., TOEFL, MELAB). Using CDA, it is possible to analyze individual learners' strengths and weaknesses in multiple attributes (i.e., knowledge, skill, strategy) measured at the item level. This study explored how a placement test score could be used for diagnosing the L2 reading ability of incoming students to an adult ESL program. Five content experts completed a reading placement test and identified the attributes required for successfully completing each item on the test, while referring to the list of L2 reading attributes. Then, content experts' codings were analyzed and developed into an item-by-attribute Q-matrix. The Fusion model, a type of cognitive diagnostic model (CDM), was used for refining the Q-matrix and diagnosing 1982 learners' strengths and weaknesses in L2 reading. Results suggest that 10 major L2 reading attributes were involved in the reading test. In addition, examinees' strengths and weaknesses were identified for the overall group, three reading proficiency groups (i.e., beginner, intermediate, and advanced), and individual learners. Such information could be provided to ESL program administrator and teachers for enhancing the reading curriculum and developing instructional materials.