TY - GEN
T1 - Demonstration of an Innovative Reading Comprehension Diagnostic Tool
AU - Carlson, Sarah E.
AU - Seipel, Ben
AU - Biancarosa, Gina
AU - Davison, Mark L
AU - Clinton, Virginia
PY - 2019/1/1
Y1 - 2019/1/1
N2 - This demonstration introduces and presents an innovative online cognitive diagnostic assessment, developed to identify the types of cognitive processes that readers use during comprehension; specifically, processes that distinguish between subtypes of struggling comprehenders. Cognitive diagnostic assessments are designed to provide valuable information by measuring specific processes emphasized during learning, and can provide instructionally relevant results aligned with curriculum that other large-scale, standardized assessments cannot provide (e.g., [1]). This hands-on session includes information behind how the technology of MOCCA™ ([2]) was developed, as well as how a reader would experience taking this assessment, how a teacher/educator would find the results of a user’s assessment, and which instructional techniques to then use. Interpretation of assessment results and instructional recommendations are obtainable online. Future directions for the continued development of online digital learning regarding how to generate appropriate cognitive processes (e.g., inferences) during reading are ongoing and discussed.
AB - This demonstration introduces and presents an innovative online cognitive diagnostic assessment, developed to identify the types of cognitive processes that readers use during comprehension; specifically, processes that distinguish between subtypes of struggling comprehenders. Cognitive diagnostic assessments are designed to provide valuable information by measuring specific processes emphasized during learning, and can provide instructionally relevant results aligned with curriculum that other large-scale, standardized assessments cannot provide (e.g., [1]). This hands-on session includes information behind how the technology of MOCCA™ ([2]) was developed, as well as how a reader would experience taking this assessment, how a teacher/educator would find the results of a user’s assessment, and which instructional techniques to then use. Interpretation of assessment results and instructional recommendations are obtainable online. Future directions for the continued development of online digital learning regarding how to generate appropriate cognitive processes (e.g., inferences) during reading are ongoing and discussed.
KW - Cognitive diagnostic assessment
KW - Cognitive processing
KW - Online instructional recommendations
KW - Reading comprehension
UR - http://www.scopus.com/inward/record.url?scp=85072988938&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85072988938&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-29736-7_85
DO - 10.1007/978-3-030-29736-7_85
M3 - Conference contribution
AN - SCOPUS:85072988938
SN - 9783030297350
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 769
EP - 772
BT - Transforming Learning with Meaningful Technologies - 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Proceedings
A2 - Scheffel, Maren
A2 - Broisin, Julien
A2 - Pammer-Schindler, Viktoria
A2 - Ioannou, Andri
A2 - Schneider, Jan
PB - Springer- Verlag
T2 - 14th European Conference on Technology Enhanced Learning, EC-TEL 2019
Y2 - 16 September 2019 through 19 September 2019
ER -
