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Cognitive Diagnostic Analysis of Reading Comprehension Items: The Case of English Proficiency Assessment in Saudi Arabia | Abstract
International Journal of School and Cognitive Psychology

International Journal of School and Cognitive Psychology
Open Access

ISSN: 2469-9837

44-1258650017

Abstract

Cognitive Diagnostic Analysis of Reading Comprehension Items: The Case of English Proficiency Assessment in Saudi Arabia

Abdulrahman Al-Shamrani and Dimiter M. Dimitrov

This paper deals with cognitive diagnostic analysis of the reading comprehension part of the Standardized Test of English Proficiency (STEP-RC) developed and administered by the National Center for Assessment in Saudi Arabia. The Least Squares Distance Model (LSDM) was used to obtain probabilities of correct performance on cognitive attributes of STEP-RC items across levels of the underlying ability measured by the test. Among other results, cutting scores on the scale for correct performance on targeted attributes are provided for the purposes of criterion-based diagnostic decisions. Aspects of the validity of the cognitive attributes are also examined in the LSDM framework. The methodology and procedures illustrated in this study can be applied in different areas of assessment and cognitive analysis.

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