TY - JOUR
T1 - Constructing and Validating a Q-Matrix for Cognitive Diagnostic Analyses of a Reading Test
AU - Li, Hongli
AU - Suen, Hoi K.
N1 - Funding Information:
This research was supported in part by a Spaan Fellowship in Second or Foreign Language Assessment from the English Language Institute at the University of Michigan and the Small Grants for Doctoral Research in Second or Foreign Language Assessment provided by the TOEFL program at the Educational Testing Service.
PY - 2013/1
Y1 - 2013/1
N2 - Cognitive diagnostic analyses have been advocated as methods that allow an assessment to function as a formative assessment to inform instruction. To use this approach, it is necessary to first identify the skills required for each item in the test, known as a Q-matrix. However, because the construct being tested and the underlying cognitive processes associated with it are usually not fully understood, establishing a Q-matrix, especially for an existing test, is a challenging task. This study reports the process of constructing and validating a Q-matrix for the reading comprehension section of the Michigan English Language Assessment Battery (MELAB). An initial Q-matrix was first generated based on evidence gathered from related literature, students' think-aloud protocols, and expert ratings. This initial Q-matrix was then validated empirically by applying the fusion model to a large MELAB data set. A well-supported Q-matrix was produced for potential future diagnostic applications.
AB - Cognitive diagnostic analyses have been advocated as methods that allow an assessment to function as a formative assessment to inform instruction. To use this approach, it is necessary to first identify the skills required for each item in the test, known as a Q-matrix. However, because the construct being tested and the underlying cognitive processes associated with it are usually not fully understood, establishing a Q-matrix, especially for an existing test, is a challenging task. This study reports the process of constructing and validating a Q-matrix for the reading comprehension section of the Michigan English Language Assessment Battery (MELAB). An initial Q-matrix was first generated based on evidence gathered from related literature, students' think-aloud protocols, and expert ratings. This initial Q-matrix was then validated empirically by applying the fusion model to a large MELAB data set. A well-supported Q-matrix was produced for potential future diagnostic applications.
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U2 - 10.1080/10627197.2013.761522
DO - 10.1080/10627197.2013.761522
M3 - Article
AN - SCOPUS:84874500425
SN - 1062-7197
VL - 18
SP - 1
EP - 25
JO - Educational Assessment
JF - Educational Assessment
IS - 1
ER -