2015 Volume 11 Issue 1 Pages 81-97
Most traditional tests, which only report a small number of content-based subscores, total scores, or T-scores, are almost no use for providing diagnostic information about students’ strengths and weaknesses. In recent years, cognitive diagnostic modeling, which has been developed to provide detailed information concerning the extent to which students have mastered study contents, has been attracting a great deal of attention. In this paper, we applied several cognitive diagnostic models to the Kyoukenshiki standardized achievement test NRT and investigated its utility in educational practice. The results showed that we could obtain diagnostic information about students’ knowledge states, which was not possible to attain from the content-based subscores and total score. In addition, we discussed the problems in applying cognitive diagnostic models and issues to be addressed in the future.
