Abstract
This demonstration introduces and presents an innovative online cognitive diagnostic assessment, developed to identify the types of cognitive processes that readers use during comprehension; specifically, processes that distinguish between subtypes of struggling comprehenders. Cognitive diagnostic assessments are designed to provide valuable information by measuring specific processes emphasized during learning, and can provide instructionally relevant results aligned with curriculum that other large-scale, standardized assessments cannot provide (e.g., [1]). This hands-on session includes information behind how the technology of MOCCATM ([2]) was developed, as well as how a reader would experience taking this assessment, how a teacher/educator would find the results of a user’s assessment, and which instructional techniques to then use. Interpretation of assessment results and instructional recommendations are obtainable online. Future directions for the continued development of online digital learning regarding how to generate appropriate cognitive processes (e.g., inferences) during reading are ongoing and discussed.
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Carlson, S.E., Seipel, B., Biancarosa, G., Davison, M.L., Clinton, V. (2019). Demonstration of an Innovative Reading Comprehension Diagnostic Tool. In: Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A., Schneider, J. (eds) Transforming Learning with Meaningful Technologies. EC-TEL 2019. Lecture Notes in Computer Science(), vol 11722. Springer, Cham. https://doi.org/10.1007/978-3-030-29736-7_85
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DOI: https://doi.org/10.1007/978-3-030-29736-7_85
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