Diagnosis is an integral part of instructional decision-making. As the bridge between identification of students who may be at-risk for failure and delivery of carefully designed supplemental interventions, diagnosis provides valuable information about studentsâ€™ persistent misconceptions in the targeted domain. In this paper, we discuss current approaches to diagnosis in mathematics and highlight the strengths and limitations of each approach for making instructional decisions. We point to cognitive diagnostic assessments as an emerging solution for providing detailed and precise information about studentsâ€™ thinking that is needed to provide appropriate educational opportunities for students struggling in mathematics. Accessed 41,983 times on https://pareonline.net from October 12, 2009 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Ketterlin-Geller, Leanne R. and Yovanoff, Paul
"Diagnostic Assessments in Mathematics to Support Instructional Decision Making,"
Practical Assessment, Research, and Evaluation: Vol. 14
, Article 16.
Available at: https://scholarworks.umass.edu/pare/vol14/iss1/16