ERIC Number: EJ1326221
Record Type: Journal
Publication Date: 2022
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-8543
EISSN: N/A
Available Date: N/A
Evaluating a Model for Developing Cognitively Diagnostic Adaptive Assessments: The Case of Young Children's Length Measurement
Clements, Douglas H.; Sarama, Julie; Tatsuoka, Curtis; Banse, Holland; Tatsuoka, Kikumi
Journal of Research in Childhood Education, v36 n1 p143-158 2022
We report on an innovative computer-adaptive assessment, the Comprehensive Research-based Early Math Ability Test (CREMAT), using the case of 1st- and 2nd-graders' understanding of geometric measurement. CREMAT was developed with multiple aims in mind, including: (1) be administered with a reasonable number of items, (2) identify the level(s) of thinking at which the child is operating for each developmental progression (domain) of significant mathematics, and (3) provide information about specific concepts and skills that constitute the cognitive components of thinking involved in various tasks. CREMAT relies on Q-Matrix theory and a resulting blend of sophisticated psychometric and statistical techniques (Rule Space Method, poset models) to determine not only students' overall performance but also their specific level of thinking along developmental progressions. Results indicated that the current tests range from satisfactory to excellent in their ability to diagnose 1st- and 2nd-graders' understanding of measurement, but also suggest revisions and implications for the approach. We conclude with a description of why CREMAT is important for early childhood practitioners' ability to formatively assess and document children's progress in learning math.
Descriptors: Cognitive Tests, Diagnostic Tests, Adaptive Testing, Computer Assisted Testing, Elementary School Students, Grade 1, Grade 2, Mathematics Tests, Developmental Stages, Geometric Concepts, Measurement
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Early Childhood Education; Grade 1; Primary Education; Grade 2
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1313695
Author Affiliations: N/A