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Direct linkLi, Hongli; Suen, Hoi K. – Educational Assessment, 2013
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…
Descriptors: Reading Tests, Reading Comprehension, Cognitive Processes, Models
