TY  - JOUR
TI  - Monitoring Student Achievement with Cognitive Diagnosis Model
AB  - In this study, it is aimed to show how student achievement can be monitored by using the cognitive diagnosis models. For this purpose, responses of the 6th, 7th, and 8th grade Mathematics subtests of High School Placement Tests (HSPT) in 2009, 2010, and 2011, which provide longitudinal data, were used, respectively. There were 49933 examiners’ responses in data sets. The attributes examined by these tests were determined by the Mathematics experts, and the Q matrix consisting of five attributes was developed. As a result of the analysis, it was seen that the largest latent class for all three years consisted of those non-master for any attribute. It was observed that the probability of attribute mastery increased in the 7th grade and decreased in the 8th grade. The high classification accuracy seen as a result of the analysis applied to HSPT, which is not intended for the cognitive diagnosis, shows that the results can be used for monitoring student achievement.
AU  - SEZEN YÜKSEL, NAZAN
AU  - YAKAR, LEVENT
AU  - DOĞAN, NURİ
AU  - Dost, Senol
DO  - 10.21031/epod.903084
PY  - 2021
JO  - Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi
VL  - 12
IS  - 3
SN  - 1309-6575
SP  - 303
EP  - 320
DB  - TRDizin
UR  - http://search/yayin/detay/494949
ER  -