Report diagnostic attribute profiles back to examinees to guide targeted practice¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Use Rule Space diagnostic classifications to give examinees information beyond a global proficiency score. The authors write that "the diagnostic reports (which attributes are mastered and which aren't) does tell the examinee whattypes of problems they should seek out and practice solving, and what componentsof problem solving need special attention." In principle, classifications can be reported back so remediation in weak areas can proceed, serving the examinee's interests rather than only selection and placement decisions.

Design Implications¶

Context¶

Requirements¶

• A Rule Space analysis yielding per-examinee attribute mastery vectors that can be translated into diagnostic reports.

Constraints¶

• From a psychological viewpoint the higher-level attributes reveal little about fine-grained cognitive competence; their value is educational, pointing to problem types to practice.

Target Learners¶

• examinees receiving diagnostic score reports

Target Learning Goals¶

• identifying and remediating areas of non-mastery

Affordances¶

• Rule Space Model Cognitive Diagnosis

Related Strategies¶

Examples¶

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Key Sources¶

• Katz, I. R., Martinez, M. E., Sheehan, K. M., & Tatsuoka, K. K. (1993). Extending the Rule Space Model to a Semantically-Rich Domain: Diagnostic Assessment in Architecture. Educational Testing Service. https://eric.ed.gov/?id=ED366652. doi:10.21236/ada273789