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Tatsuoka, Kikumi K. | 14 |
Tatsuoka, Maurice M. | 5 |
Birenbaum, Menucha | 3 |
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Reports - Research | 13 |
Journal Articles | 6 |
Reports - Evaluative | 2 |
Speeches/Meeting Papers | 1 |
Tests/Questionnaires | 1 |
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Peer reviewed
Tatsuoka, Kikumi K.; Tatsuoka, Maurice M. – Journal of Educational Measurement, 1997
Results of studies involving 478 junior high school students in two years using cognitive diagnoses done through computerized adaptive testing indicate that knowing students' knowledge states before remediation is effective, and that the rule-space method can diagnose these knowledge states effectively. (SLD)
Descriptors: Adaptive Testing, Cognitive Tests, Computer Assisted Testing, Diagnostic Tests
Peer reviewed
Tatsuoka, Kikumi K.; And Others – Journal of Educational Measurement, 1989
The consistency with which students apply procedural rules for solving signed-number operations across identical items presented in different orders was examined in a study involving 161 eighth graders. Inconsistent rule application was common among students who had not mastered signed-number arithmetic operations. (TJH)
Descriptors: Arithmetic, Grade 8, Hypothesis Testing, Junior High School Students
Tatsuoka, Kikumi K.; Tatsuoka, Maurice M. – 1992
Results of cognitive diagnoses were validated using the rule-space model, and the usefulness of cognitive diagnosis for instruction was demonstrated. Through preliminary studies, 33 stages of knowledge were defined as cognitive diagnoses to be applied to results from a test of knowledge about fractions of seventh and eighth graders (initial test…
Descriptors: Cognitive Tests, Diagnostic Tests, Fractions, Junior High School Students
Tatsuoka, Kikumi K. – 1981
Errors, or "bugs", in addition and subtraction problems of signed numbers are driven by misconceptions or incomplete knowledge at various components of procedural tasks, and result in erroneous rules of operation for carrying out computational problems. These rules, including the right one, are represented by the responses to a…
Descriptors: Arithmetic, Cognitive Processes, Difficulty Level, Error Patterns
Peer reviewed
Birenbaum, Menucha; Tatsuoka, Kikumi K. – Journal of Educational Measurement, 1987
The present study examined the effect of three modes of feedback on the seriousness of error types committed on a post-test. The effect of the feedback made on post-test errors was found to be differential and dependent upon the seriousness of errors committed on the pre-test. (Author/LMO)
Descriptors: Computer Assisted Testing, Error Patterns, Feedback, Junior High Schools
Birenbaum, Menucha; Tatsuoka, Kikumi K. – 1981
Error analysis performed on data sets revealed that seventh grade students used a variety of rules of operation for solving the signed-number arithmetic problems. The data sets were obtained from an experimental study in which students were randomly assigned to study either of two lessons written on a computer based education system. The two…
Descriptors: Algorithms, Arithmetic, Cognitive Processes, Computer Assisted Instruction
Peer reviewed
Tatsuoka, Kikumi K.; Tatsuoka, Maurice M. – Psychometrika, 1987
The rule space model permits measurement of cognitive skill acquisition and error diagnosis. Further discussion introduces Bayesian hypothesis testing and bug distribution. An illustration involves an artificial intelligence approach to testing fractions and arithmetic. (Author/GDC)
Descriptors: Bayesian Statistics, Cognitive Measurement, Error Patterns, Hypothesis Testing
Tatsuoka, Kikumi K.; Tatsuoka, Maurice M. – 1981
Criterion-referenced testing is an important area in the theory and practice of educational measurement. This study demonstrated that even these tests must be closely examined for construct validity. The dimensionality of a dataset will be affected by the examinee's cognitive processes as well as by the nature of the content domain. The methods of…
Descriptors: Computer Assisted Testing, Criterion Referenced Tests, Grade 8, Junior High Schools
Peer reviewed
Tatsuoka, Kikumi K. – Journal of Educational Measurement, 1987
This study examined whether the item response curves from a two-parameter model reflected characteristics of the mathematics items, each of which required unique cognitive tasks. A computer program performed error analysis of test performance. Cognitive subtasks appeared to influence the slopes and difficulties of item response curves. (GDC)
Descriptors: Cognitive Processes, Computer Assisted Testing, Error Patterns, Item Analysis
Peer reviewed
Tatsuoka, Kikumi K. – Journal of Educational Psychology, 1984
Forty-six junior high students were administered six tests after a variety of instructional units using PLATO and classroom instruction. Twenty-seven procedural errors in signed-number arithmetic problems were classified into two groups to facilitate investigating error changes at different times and designing remedial instruction. (BS)
Descriptors: Arithmetic, Computation, Computer Assisted Instruction, Error Patterns
Tatsuoka, Kikumi K.; And Others – 1980
Implementation of an adaptive achievement test for teaching signed-numbers operations to junior high students is described. A computer program capable of finding 240 basic errors in signed-number computations was written on the PLATO system and used for analyzing a 64-item conventional test, as well as an adaptive test of addition problems. The…
Descriptors: Adaptive Testing, Computer Assisted Testing, Educational Diagnosis, Error Patterns
Birenbaum, Menucha; Tatsuoka, Kikumi K. – 1980
Much valuable information can be gained by analyzing the students' wrong responses. When a student answers a free response item she/he gives the response which she/he considers to be the correct one. Therefore, diagnosing the algorithm that led the student to his/her answer provides an important source of information for assessing his/her…
Descriptors: Academic Achievement, Achievement Tests, Adaptive Testing, Algorithms
Tatsuoka, Kikumi K.; Tatsuoka, Maurice M. – 1986
The rule space model permits measurement of cognitive skill acquisition, diagnosis of cognitive errors, and detection of the strengths and weaknesses of knowledge possessed by individuals. Two ways to classify an individual into his or her most plausible latent state of knowledge include: (1) hypothesis testing--Bayes' decision rules for minimum…
Descriptors: Artificial Intelligence, Bayesian Statistics, Cognitive Development, Computer Assisted Testing
Tatsuoka, Kikumi K. – 1985
This paper introduces a probabilistic model that is capable of diagnosing and classifying cognitive errors in a general problem-solving domain. Item response theory is used to deal with the variability of response errors. Responses from a 38 item fraction addition test given to 595 junior high school students are used to illustrate the model.…
Descriptors: Artificial Intelligence, Cognitive Processes, Computer Assisted Testing, Computer Software