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ERIC Number: EJ821581
Record Type: Journal
Publication Date: 2009
Pages: 43
Abstractor: As Provided
Reference Count: 58
ISSN: ISSN-0265-5322
Cognitive Diagnostic Assessment of L2 Reading Comprehension Ability: Validity Arguments for Fusion Model Application to "Languedge" Assessment
Jang, Eunice Eunhee
Language Testing, v26 n1 p31-73 2009
With recent statistical advances in cognitive diagnostic assessment (CDA), the CDA approach has been increasingly applied to non-diagnostic tests partly to meet accountability demands for student achievement. The study aimed to evaluate critically the validity of the CDA application to an existing non-diagnostic L2 reading comprehension test and to provide information about challenges and conditions for the CDA approach. Based on Jang's study (2005), this paper focuses on the dependability of the Fusion Model's skill profiling, the characteristics of resulting L2 skill profiles, and the diagnostic capacity of "LanguEdge"[TM] test items. In addition, the paper examines the validity arguments from the users' perspective by focusing on the usefulness of the diagnostic feedback. The results suggest that the CDA approach can provide more fine-grained diagnostic information about the level of competency in reading skills than traditional aggregated-test scoring can. While various empirical evidence supported the dependability of the skill profiling process, the results also raised some concerns about the application of the CDA approach to a test developed for non-diagnostic purposes, most significantly, a lack of diagnostic capacity of some of the test items with extremely easy or difficult levels. The results offer useful information about the potential challenges and conditions for future application of cognitive diagnostic assessment. (Contains 5 footnotes, 10 tables, and 6 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A