A Systematic Review of Cognitive Diagnostic Assessment and Modeling through Concept Mapping

Jingshun Zhang, Eunice Jang, Saad Chahine


Traditional assessments are typically constructed on logical taxonomies and content specifications but lack explicit cognitive models of the processes and problem-solving strategies that underlie student performance. Cognitive Diagnostic Assessment (CDA) fills this gap by combining cognitive science and psychometrics. CDA is in its infancy, but over 1,000 relevant studies have been conducted in this area during the last 20 years. Facing these complicated studies, many beginners struggle to understand the whole picture of CDA. This paper systematically reviews the literature on CDA and relevant cognitive diagnosis models (CDMs) with the application of a concept mapping technology. Concept mapping is graphical representation of concepts and their relationships. Its use in this study allows researchers and students to gain in-depth knowledge about CDA and CDM and identify areas of future research.

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DOI: https://doi.org/10.22158/fce.v2n1p41


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