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Extending the Rule Space Model to a Semantically-Rich Domain: Diagnostic Assessment in Architecture.
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In: DTIC AND NTIS (1993)
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Abstract:
This paper presents a technique for applying the Rule Space model of cognitive diagnosis to assessment in a semantically-rich domain. Responses to 22 architecture test items, developed to assess a range of architectural knowledge, were analyzed using Rule Space. Verbal protocol analyses guided the construction of a model of examinee performance, consisting of processes for constructing an initial representation of an item (labeled understand), forming goals and performing actions based on those goals (solve), and determining whether goals have been attempted and satisfied (check). Item attributes, derived from these processes, formed the basis for diagnosis. Our technique extends Rule Space's applicability by defining attributes in terms of item characteristics and the causal relations between characteristics and the problem-solving model. Data were collected from 122 architects of various ability levels (students, architecture interns, and professional architects). Rule Space successfully classified approximately 65%, 90%, and 40% of examinees based, respectively, on attributes associated with the understand, solve, and check processes of the problem-solving model. The findings support the effectiveness of Rule Space in a complex domain and suggest directions for developing new architecture items by using attributes particularly effective at distinguishing among examinees of different ability levels.
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Keyword:
*COGNITION; *COMPUTER AIDED DIAGNOSIS; *COMPUTER ARCHITECTURE; *SEMANTICS; Computer Programming and Software; COMPUTERS; CONSTRUCTION; DATA ACQUISITION; INTERNS; Linguistics; PE61153N; PROBLEM SOLVING; RESPONSE; RULE SPACE MODEL; STUDENTS; TEST AND EVALUATION
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URL: http://oai.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA273789
http://www.dtic.mil/docs/citations/ADA273789
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| 2 |
A Psychometrically Sound Cognitive Diagnostic Model: Effect of Remediation as Empirical Validity
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In: DTIC AND NTIS (1992)
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| 3 |
Human Learning of Schemas from Explanations in Practical Electronics
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In: DTIC AND NTIS (1991)
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| 4 |
A Tale of Two Settings: The Lab and the Classroom
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In: DTIC AND NTIS (1991)
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| 5 |
Feedback Effects in Computer-Based Skill Learning
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In: DTIC AND NTIS (1989)
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| 6 |
Reasoning and Comprehension Processes of Linguistic Minority Persons Learning from Text
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In: DTIC AND NTIS (1989)
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| 7 |
Story Problem Solver: A Schema-Based System of Instruction
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In: DTIC AND NTIS (1989)
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| 8 |
Academic Text Features and Reading in English as a Second Language
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In: DTIC AND NTIS (1989)
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| 9 |
Strategies for Understanding Information Organization in Discourse
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In: DTIC AND NTIS (1988)
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| 10 |
Answering Questions from Oceanography Texts: Learner, Task and Text Characteristics.
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In: DTIC AND NTIS (1987)
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| 11 |
Toward Intelligence Systems for Testing.
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In: DTIC AND NTIS (1987)
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| 12 |
Cognitive Modelling and Intelligent Tutoring
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In: DTIC AND NTIS (1986)
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| 13 |
Inexpert Calibration of Comprehension.
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In: DTIC AND NTIS (1986)
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| 14 |
Controlled Test Procedures for Using Intervocalic Consonants to Assess Speech Intelligibility: A Feasibility Study.
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In: DTIC AND NTIS (1983)
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| 15 |
Ability, Involvement and Climate as Multiple and Interactive Predictors of Performance.
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In: DTIC AND NTIS (1979)
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