Developing individualized feedback for listening assessment
Combining standard setting and cognitive diagnostic assessment approaches
Bibliographic Data
| ID | 19380636 |
|---|---|
| Authors | Shangchao Min (0000-0002-2039-9691, Zhejiang University), Lianzhen He (0000-0002-8480-7017, Zhejiang University, corresponding author) |
| Year | 2022 |
| Volume | 39 |
| Issue | 1 |
| Pages | 90-116 |
| Publication date | 2022-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Testing (JOURNAL) |
| Journal identifiers | ISSN: 0265-5322 • E-ISSN: 1477-0946 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0265532221995475 |
| OpenAlex | W3135114690 |
| Language | EN |
| Citations received | 10 |
| References cited | 66 |
In this study, we present the development of individualized feedback for a large-scale listening assessment by combining standard setting and cognitive diagnostic assessment (CDA) approaches. We used the performance data from 3,358 students’ item-level responses to a field test of a national EFL test primarily intended for tertiary-level EFL learners. The results showed that proficiency classifications and subskill mastery classifications were generally of acceptable reliability, and the two kinds of classifications were in alignment with each other at individual and group levels. The outcome of the study is a set of descriptors that describe each test taker’s ability to understand certain level of oral texts and his or her cognitive performance. The current study, by illustrating the feasibility of combining standard setting and CDA approaches to produce individualized feedback, contributes to the enhancement of score reporting and addresses the long-standing criticism that large-scale language assessments fail to provide individualized feedback to link assessment with instruction
Achievement test · Active listening · Cognition · Cognitive test · Language proficiency · Mathematics education · Standardized test · Computer Science · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Psychology · Student Assessment and Feedback
Applying GenAI to Optimize Q-Matrix Construction for Cognitive Diagnostic Assessment in EFL Reading
Cognitive Diagnostic Assessment Instrument with Individual Feedback for Language Receptive Learning on Multimodal Text
Establishing a Nonlinear Dynamic Individual-Centered Language Assessment model
Modeling mediation in the dynamic assessment of listening ability from the cognitive diagnostic perspective
Assessing concept mapping competence using item expansion‐based diagnostic classification analysis
Development and initial validation of a video-mediated listening test based on multimodal generative AI
Unpacking the cognitive complexity of EFL listening through CDM-based DIF and subgroup profiling
Using structural equation modeling to examine the relationship between receptive vocabulary knowledge and receptive language proficiency
The typology of second language listening constructs
Bridging local needs and national standards
Teaching and Learning Second Language Listening
The Generalized Dina Model Framework
Cognitive Assessment Models with Few Assumptions, and Connections with Nonparametric Item Response Theory
Validating the Interpretations and Uses of Test Scores
Measurement of psychological disorders using cognitive diagnosis models.
Factor Analysis and AIC
Estimating the Dimension of a Model
Retrofitting the IELTS reading section with a general cognitive diagnostic model in an Iranian EAP context
Relative Diagnostic Profile
Evaluating subscore uses across multiple levels
Diagnostic assessment of reading and listening in a second or foreign language
Assessing the accuracy and consistency of language proficiency classification under competing measurement models
Investigating the decision-making process of standard setting participants
The development of a suite of computer-based diagnostic tests based on the Common European Framework
Facilitating the interpretation of English language proficiency scores
The selection of cognitive diagnostic models for a reading comprehension test
Application of the rule-space procedure to language testing
How do young students with different profiles of reading skill mastery, perceived ability, and goal orientation respond to holistic diagnostic feedback
Diagnosing EAP writing ability using the Reduced Reparameterized Unified Model
Probing the relative importance of different attributes in L2 reading and listening comprehension items
Exploring ways to provide diagnostic feedback with an ESL placement test
Proficiency descriptors based on a scale-anchoring study of the new Toefl iBT reading test
Assessing Approximate Fit in Categorical Data Analysis
Recent developments in second and foreign language listening comprehension research
Formative assessment and self-regulated learning
| Unique citing works | 10 |
|---|---|
| Citations per year | 2.5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |