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Exploring the relative merits of cognitive diagnostic models and confirmatory factor analysis for assessing listening comprehension
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Type
Conference paper
Citation
Aryadoust, V., & Goh, C. C. M. (2013). Exploring the relative merits of cognitive diagnostic models and confirmatory factor analysis for assessing listening comprehension. In E. D. Galaczi & C. J. Weir (Eds.), Exploring Language Frameworks: Proceedings of the ALTE Kraków
Conference, July 2011 (pp. 405-435). Cambridge University Press.
Conference, July 2011 (pp. 405-435). Cambridge University Press.
Abstract
A number of scaling models – developed originally for psychological and educational studies – have been adapted into language assessment. Although their application has been promising, they have not yet been validated in language assessment contexts. This study discusses the relative merits of two such models in the context of second language (L2) listening comprehension tests: confi rmatory factor analysis (CFA) and cognitive diagnostic models
(CDMs). Both CFA and CDMs can model multidimensionality in assessment tools, whereas other models force the data to be statistically unidimensional. The two models were applied to the listening test of the Michigan English Language Assessment Battery (MELAB). CFA was found to impose more restrictions on the data than CDMs. It is suggested that CFA might not be suitable for modelling dichotomously scored data of L2 listening tests, whereas the CDM used in the study (the Fusion Model) appeared to successfully portray the listening sub- skills tapped by the MELAB listening test. The paper concludes with recommendations about how to use each of these models in modelling L2 listening.
Date Issued
2013
ISBN
9781107677029 (online)
Publisher
Cambridge University Press
Description
The open access publication is available at https://alte.org/resources/Documents/SILT%2036%20FOR%20PRINT.pdf#page=417