همایش رویکردهای میان رشته ای به آموزش زبان، ادبیات و مطالعات ترجمه

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صفحه اصلی / پنجمین همایش رویکردهای میان رشته ای به آموزش زبان، ادبیات و مطالعات ترجمه

Reading Beyond Scores: Applying Cognitive Diagnostic Assessments for Deeper Understanding

نویسندگان :

Ali Bardideh¹ Anahita Bordbar²

1- جهاد دانشگاهی استان خوزستان 2- دانشگاه آزاد اسلامی واحد اهواز

کلمات کلیدی :

Cognitive Diagnostic Assessments،cognitive skills،vocabulary knowledge

چکیده :

Traditional reading assessments often fail to capture the nuanced cognitive skills necessary for deep comprehension, offering only a superficial view of reading proficiency. This paper explores the transformative potential of Cognitive Diagnostic Assessments (CDAs) in providing detailed insights into the cognitive processes underlying reading comprehension. CDAs diagnose individual cognitive skills such as decoding, vocabulary knowledge, inferential reasoning, and comprehension monitoring, moving beyond aggregate scores to generate comprehensive cognitive profiles. This paper highlights how CDAs offer a more refined analysis of reading abilities by linking specific cognitive attributes with performance on diagnostic tasks. Diagnostic models such as the Cognitive Diagnostic Model (CDM) and the Fusion Model are used to map out the cognitive landscape of reading comprehension, pinpointing strengths and weaknesses in learners' cognitive processing. These insights facilitate the development of personalized instructional strategies, allowing educators to target interventions that address specific cognitive deficits, thereby enhancing overall reading comprehension. The implementation of CDAs has shown significant promise in educational settings. By providing detailed cognitive profiles, CDAs enable educators to tailor instruction to the unique needs of each learner, fostering more effective and individualized teaching approaches. Furthermore, CDAs offer valuable feedback to students, helping them understand and improve their reading processes. While CDAs present challenges in terms of complexity and the need for specialized training for educators, their potential to revolutionize reading comprehension assessment is substantial. This approach promises to enhance our understanding of the cognitive processes involved in reading, and to provide a platform for targeted and effective educational interventions beyond traditional assessment criteria.