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Cognitive Diagnostic Assessment System (CoDiAS) for Singapore’s secondary schools: Toward individualized learning and assessment in language education
Citation
Aryadoust, V., & Loh, C. E. (2023). Cognitive Diagnostic Assessment System (CoDiAS) for Singapore’s secondary schools: Toward individualized learning and assessment in language education (Report No. AFD 03/17 VA). National Institute of Education (Singapore), Office of Education Research. https://hdl.handle.net/10497/27375
Abstract
To date, several computerized diagnostic systems have been developed. These systems are limited in their feedback delivery and assessment scopes as well as in the delivery of remedial programs. For example, the Diagnostic English Language Needs Assessment (DELNA) developed by the University of Auckland and the Diagnostic English Language Assessment (DELA) designed by the University of Melbourne function primarily like placement tests where feedback is delivered to the learners but the tests aim to place students in different language learning programs (of course, one could argue that this is the treatment that follows the diagnosis, albeit not highly differentiated at the individual level.). Similarly, the Diagnostic English Language Tracking Assessment (DELTA) designed by Hong Kong Polytechnic University and the Diagnostic Language Assessment (DIALANG) produced by Lancaster University provide feedback to learners but without specifying skill mastery profiles, differentiated remedial programs, or actionable plans (Harding, Alderson, & Brunfaut, 2015). These systems are also limited by their inability to provide fine-grained information on learners’ growth over time.
Date Issued
2023
Publisher
Office of Education Research, National Institute of Education, Singapore
Series
OER Final Report
Description
Note: Restricted to NIE staff.
Project
AFD 03/17 VA
Grant ID
Education Research Funding Programme (ERFP)
Funding Agency
Ministry of Education, Singapore