FoCo: A Shiny App for Formative Assessment using Cognitive Diagnosis Modeling

Combining formative and summative evaluations could improve assessment. Cognitive diagnosis modeling (CDM) has been proposed as a tool for diagnosing students’ strengths and weaknesses in formative assessment. However, there is no user-friendly software to implement it. For this reason, a Shiny app,...

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Bibliographic Details
Published in:Psicología educativa (Madrid) 2023-06, Vol.29 (2), p.149-158
Main Authors: Sanz, Susana, Kreitchmann, Rodrigo S., Nájera, Pablo, Moreno, José David, Martínez-Huertas, José Ángel, Sorrel, Miguel A.
Format: Article
Language:English
Subjects:
Classical test theory
Classification
Cognition
Cognitive ability
cognitive diagnosis modeling
College students
computer application
Control Groups
Diagnosis
Dominance
Educational evaluation
Employment
Evaluation
Feedback
Formative assessment
Learning
Learning Processes
Medical diagnosis
multiple-choice items
Probability
Research methodology
Scores
Software
Students
Teaching
Teaching Methods
Undergraduate students
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Summary:Combining formative and summative evaluations could improve assessment. Cognitive diagnosis modeling (CDM) has been proposed as a tool for diagnosing students’ strengths and weaknesses in formative assessment. However, there is no user-friendly software to implement it. For this reason, a Shiny app, FoCo, has been developed (https://foco.shinyapps.io/FoCo/), to conduct CDM and classical test theory analyses. The responses from 86 undergraduate students to a research methods course examination were analyzed. Students’ strengths and needs were diagnosed concerning their dominance of the syllabus contents and the first three competencies in Bloom’s taxonomy. The validity of the results was analyzed. The exam showed acceptable about evaluating students’ knowledge, as students with similar scores showed different strengths and weaknesses. Additionally, these attributes were found to predict different relevant criteria. It is expected that FoCo’s easiness to use promotes the employment of CDM in real educational settings.
ISSN:1135-755X
2174-0526
DOI:10.5093/psed2022a14