Keywords
Evaluación formativa, Aplicación informática, Modelado de diagnóstico cognitivo, Ítems de opción múltiple, Formative assessment, Computer application, Cognitive diagnosis modeling, Multiple-choice items
FoCo: A Shiny app for formative assessment using cognitive diagnosis modeling
Abstract
La combinación de evaluaciones formativas y sumativas podría mejorar la evaluación. El modelado de diagnóstico cognitivo (MDC) se ha propuesto para diagnosticar fortalezas y debilidades de estudiantes en la evaluación formativa. Sin embargo, ningún software permite implementarlo fácilmente. Así, se ha desarrollado FoCo (https://foco.shinyapps.io/FoCo/), permitiendo realizar análisis MDC y teoría clásica de tests. Se analizaron respuestas de 86 estudiantes de grado a un examen de métodos de investigación, diagnosticándose sus fortalezas y necesidades en cuanto a su dominio de los contenidos de la asignatura y las tres primeras competencias de la taxonomía de Bloom y se analizó la validez de los resultados. El análisis ha sido informativo, ya que para estudiantes con puntuaciones similares ha sido posible detectar diferentes fortalezas y debilidades. Además, se encontró que estos atributos predicen criterios relevantes. Se espera que FoCo facilite el uso de MDC en contextos educativos.
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.
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.
Información detallada
Materias, derechos, colecciones e identificadores
URI / Handle
https://doi.org/10.5093/psed2022a14Rights
Creative Commons Reconocimiento-NoComercial-SinObraDerivada España