Consistent or Inconsistent? Expert-based Cognitive Model vs Student-based Response Cognitive Model of Cognitive Diagnostic Assessment in Factorisation of Algebraic Fractions

Abstract

This study aims to discuss the process of developing a Cognitive Diagnostic Assessment combination with cognitive models for assessing students' mastery of algebraic skills. It also highlights the factors considered in the development of the CDA. The integrated assessment triangle's theoretical framework and evidence-centred design is used to guide the development and validation of the hierarchical attribute method (AHM), expert-based cognitive model, student-response cognitive model, and the use of the simulation of the Hierarchical Consistency Index (HCI) to assess the consistency of the two models. It began with the critical phase of producing a high-quality CDA, where experts would define the related attributes and items based on the DSKP, textbook and related documents and a pilot test of open-ended questions distributed to students. The details of CDA's development and the construction of its components, such as cognitive models and psychometric analyses, are also discussed.