ERIC Number: EJ1301824
Record Type: Journal
Publication Date: 2021
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1530-5058
EISSN: N/A
Available Date: N/A
Validating Theoretical Assumptions about Reading with Cognitive Diagnosis Models
George, Ann Cathrice; Robitzsch, Alexander
International Journal of Testing, v21 n2 p105-129 2021
Modern large-scale studies such as the Progress in International Reading Literacy Study (PIRLS) do not only report reading competence of students on a global reading scale but also report reading on the level of reading subskills. However, the number of and the dependencies between the subskills are frequently discussed. In this study, different theoretical assumptions regarding the subskills describing the reading competence "acquiring and using information" in PIRLS are deduced from accompanying official materials. The different assumptions are then translated into empirical cognitive diagnosis models (CDMs). By evaluating and comparing the CDMs in terms of empirical fit criteria in each country participating in PIRLS 2016, the underlying theoretical assumptions are validated. Results show that in all but one country, a model proposing four reading subskills with no order between the subskills shows the best fit. This selected model could be simplified in order to facilitate practical derivations as, for example, the evaluation of skill classes and the analysis of learning paths.
Descriptors: Foreign Countries, Grade 4, Achievement Tests, International Assessment, Reading Tests, Reading Achievement, Reading Skills, Information Seeking, Information Utilization, Cognitive Measurement, Models, Goodness of Fit
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study
Grant or Contract Numbers: N/A
Author Affiliations: N/A