{"id":6207,"date":"2023-03-23T01:00:55","date_gmt":"2023-03-23T05:00:55","guid":{"rendered":"https:\/\/www.humrro.org\/corpsite\/?p=6207"},"modified":"2024-08-08T11:51:19","modified_gmt":"2024-08-08T15:51:19","slug":"exploring-the-use-of-cognitive-diagnostic-models-cdms-in-formative-assessments-to-deliver-tailored-student-instruction-and-success","status":"publish","type":"post","link":"https:\/\/www.humrro.org\/corpsite\/blog\/exploring-the-use-of-cognitive-diagnostic-models-cdms-in-formative-assessments-to-deliver-tailored-student-instruction-and-success\/","title":{"rendered":"Exploring the Use of Cognitive Diagnostic Models (CDMs) in Formative Assessments to Deliver Tailored Student Instruction and Success"},"content":{"rendered":"

Traditionally, states have evaluated student performance using end-of-year summative assessments, which produce cut scores that classify examinees into broad performance categories, such as, \u201cNearing Proficiency\u201d or \u201cProficient.\u201d Such classifications indicate what students know and can do, but they do not provide specific, targeted statements about examinee abilities. In addition, because summative assessments are administered at the end of the year when students are about to move on to another grade, they provide little opportunity for intervention during the school year.<\/h3>\n

Enter Cognitive Diagnostic Models (CDMs), a class of psychometric methods that provide a different way to describe how an examinee performed on a test. Rather than reporting a scaled score, CDMs provide a score profile that describes what specific skills and concepts on the test an examinee appears to have mastered or not mastered. The entire idea is to offer diagnostic information to educators and parents that can guide instruction for immediate intervention instead of providing a broad statement about performance like scaled scores do.<\/p>\n

CDMs can be particularly useful for formative assessments, such as interim and through-year assessments. While not new, interest in CDMs in school districts and the measurement community is growing. Additionally, states have begun piloting more frequent, interim assessments through the U.S. Department of Education\u2019s Innovative Assessment Demonstration Authority (IADA) program. Districts applied for the program with plans using innovative, interim assessment methods, such as CDMs, that are tailored to individual student needs.<\/p>\n<\/div>

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