IS THE STUDENT WITH THE HIGHEST SCORE CONSIDERED THE SMARTEST? MAKING INDIVIDUALISED EVALUATIVE DECISIONS BASED ON DIGITAL COGNITIVE DIAGNOSTIC ASSESSMENT IN READING
Keywords:
reading learning, cognitive diagnostic assessment, grades
Abstract
This research highlights the importance of evaluating students' reading skills holistically, not just based on final grades. A digital cognitive diagnostic assessment was used to detect students' accuracy and tendency in answering questions, helping to identify students who answered guesswork despite achieving high scores. Using a descriptive quantitative method, a reading test was conducted on 70 students through a digital diagnostic assessment application. The results were analysed using the RASCH model. This study found that some students with high scores showed a pattern of guessing. In the context of differentiated learning, this finding proposes that high-scoring but less conscientious students can be grouped separately from more able students. In conclusion, this in-depth assessment is important for more accurate evaluative decision-making so that teachers can provide appropriate interventions for students' reading development.
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Black, P., & Wiliam, D. (2018). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
Choi, S., & Lee, H. (2019). The impact of cognitive diagnostic assessment on differentiated learning strategies. Journal of Educational Psychology, 111(6), 1042–1057. https://doi.org/10.1037/edu0000354
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (n.d.). Learning disabilities: From identification to intervention.
Gomaa, H. (2015). Technology-enhanced reading assessment.
Graham, S., & Santangelo, T. (2017). Writing-to-learn in the content areas.
Hasanah, I., Nurhayati, S., & Prasetyo, W. (2020). Keuntungan asesmen digital dalam menilai proses berpikir siswa. Jurnal Pendidikan Digital, 12(3), 45–53.
Hattie, J., & Clarke, S. (2018). Visible Learning: Feedback. Routledge.
Jang, E. E., & Sinclair, J. (2021). Diagnostic assessment in language classrooms. The Routledge Handbook of Language Testing, 187–205. https://doi.org/10.4324/9781003220756-15
Kim, Y., & Lee, S. (2020). Using cognitive diagnostic assessment to support differentiated learning in mixed-ability classrooms. Educational Technology & Society, 23(4), 1–12. https://doi.org/10.1016/j.edtechs.2020.04.001
Koenig, A. D., & Martin, E. (2020). The benefits of computerized assessment in education.
Kramer, A.-W., Schaaf, J. V, & Huizenga, H. M. (2023). How much do you want to learn? High-school students’ willingness to invest effort in valenced feedback-learning tasks. Learning and Individual Differences, 108, 102375. https://doi.org/https://doi.org/10.1016/j.lindif.2023.102375
Li, Y., Zhen, M., & Liu, J. (2021). Validating a Reading Assessment Within the Cognitive Diagnostic Assessment Framework: Q-Matrix Construction and Model Comparisons for Different Primary Grades. Frontiers in Psychology, 12. https://api.semanticscholar.org/CorpusID:245148020
Mirzaei, A., Vincheh, M. H., & Hashemian, M. (2020). Retrofitting the IELTS reading section with a general cognitive diagnostic model in an Iranian EAP context. Studies in Educational Evaluation, 64, 100817. https://doi.org/https://doi.org/10.1016/j.stueduc.2019.100817
Ng, M., & Tan, S. (2017). The role of feedback in cognitive diagnostic assessment for differentiated instruction. Assessment in Education: Principles, Policy & Practice, 24(3), 363–382. https://doi.org/10.1080/0969594X.2016.1219575
Nugraha, A. (2019). Pengaruh ketelitian terhadap hasil belajar dalam pembelajaran berdiferensiasi. Jurnal Penelitian Pendidikan, 8(2), 78–85.
Rahmawati, L., & Sutrisno, D. (2021). Penggunaan asesmen diagnostik digital untuk pemetaan kemampuan siswa. Jurnal Inovasi Pendidikan, 14(4), 102–109.
Sahin, I., & Yildirim, Z. (2019). The effects of computerized diagnostic assessment on students’ performance and self-regulation. Educational Technology Research and Development, 67(4), 879–895. https://doi.org/10.1007/s11423-019-09708-x
Santoso, T. (2021). Ketepatan evaluasi nilai akhir dalam tes membaca. Jurnal Evaluasi Pendidikan, 15(1), 23–30.
Snowling, M. J., Hulme, C., & Nation, K. (2022). The science of reading: A handbook. John Wiley & Sons.
Sumintono, B., & Widhiarso, W. (2015). RASCH modeling application in educational assessment. Trimkom Publising Home.
Toprak, T. E., & Cakir, A. (2021). Examining The L2 Reading Comprehension Ability of Adult ELLs: Developing a Diagnostic Test within The Cognitive Diagnostic Assessment framework. Language Testing, 38(1), 106–131. https://doi.org/https://doi.org/10.1177/0265532220941470
Tsai, M.-J., & Chou, C. (2021). Personalized learning and assessment in the digital age: Supporting student development through technology. Computers & Education, 168, 104195. https://doi.org/10.1016/j.compedu.2021.104195
Wiggins, G. (2005). Understanding by design. Association for Supervision and Curriculum Development.
Yan, Z., & Boud, D. (2022). Conceptualising Assessment as Learning. In Assessment as Learning: Maximising Opportunities for Student Learning and Achievement (Issue July, pp. 11–24). Routledge. https://doi.org/10.4324/9781003052081-2
Yuliani, M. (2022). Efektivitas asesmen kognitif digital dalam mendeteksi ketidakcermatan siswa. Jurnal Psikologi Pendidikan, 10(3), 61–68.
Published
2025-01-20
How to Cite
Anisah, G. (2025). IS THE STUDENT WITH THE HIGHEST SCORE CONSIDERED THE SMARTEST? MAKING INDIVIDUALISED EVALUATIVE DECISIONS BASED ON DIGITAL COGNITIVE DIAGNOSTIC ASSESSMENT IN READING . PROCEEDING AL GHAZALI International Conference, 2, 319-329. https://doi.org/10.52802/aicp.v1i1.1277
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Articles
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