Theory of Self-Directed Learning-Oriented Assessment: A Non-technical Introduction to the Theoretical Foundations and Methodologies of Cognitive Diagnostic Assessment

Boone, William John; Staver, John R.; Yale, Melissa Seward

doi:10.1007/978-94-007-4507-0_6

William John Boone²,
John R. Staver³ &
Melissa Seward Yale⁴

Part of the book series: Education in the Asia-Pacific Region: Issues, Concerns and Prospects ((EDAP,volume 18))

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Abstract

This chapter presents key ideas and examples of cognitive diagnostic assessment informed by Rasch measurement theory and the application of Rasch measurement. The methods involved in Rasch measurement might appear daunting at first sight, but with the availability of such user-friendly software as Winsteps, teachers and all others who develop assessments can quickly and thoughtfully create assessments that lend themselves to the collection and analysis of data for evidence-based decision making. In this chapter, a non-mathematical and applied approach is used to explain Rasch measurement to provide concepts and techniques that are easy to read, digest, and apply immediately to problems in cognitive diagnostic assessment. Furthermore, new perspectives about the benefits of using Rasch measurement will also be presented for experienced users.

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References

Boone, W., Staver, J., & Yale, M. (forthcoming and tentatively entitled: An Introduction to the Theory and Application of Rasch Measurement). Springer.
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Bond, T. G., & Fox, C. M. (2007). Applying the Rasch model: Fundamental measurement in the human sciences (2nd ed.). Mahwah: Erlbaum.
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Author information

Authors and Affiliations

Department of Educational Psychology, Miami University, Oxford, OH, USA
William John Boone
Department of Curriculum and Instruction, College of Education, Purdue University, West Lafayette, IN, USA
John R. Staver
Department of Educational Studies, Purdue University, West Lafayette, IN, USA
Melissa Seward Yale

Authors

William John Boone
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John R. Staver
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Melissa Seward Yale
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Corresponding author

Correspondence to William John Boone .

Editor information

Editors and Affiliations

, Dep. of Int'l Ed. & Lifelong Learning, Hong Kong Institute of Education, Lo Ping Road 10, Tai Po, New Territories, Hong Kong SAR
Magdalena Mo Ching Mok

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Boone, W.J., Staver, J.R., Yale, M.S. (2012). Theory of Self-Directed Learning-Oriented Assessment: A Non-technical Introduction to the Theoretical Foundations and Methodologies of Cognitive Diagnostic Assessment. In: Mok, M. (eds) Self-directed Learning Oriented Assessments in the Asia-Pacific. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 18. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4507-0_6

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DOI: https://doi.org/10.1007/978-94-007-4507-0_6
Published: 31 July 2012
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-4506-3
Online ISBN: 978-94-007-4507-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)

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