Attribute Hiearchy
Critique of the Journal Article "Using the Attribute Hierarchy Method to Make Diagnostic Inferences about Examinees' Cognitive Skills in Critical Reading" by Changjiang Wang and Martin J. Gieri
Gierl, M.J., Wang, C., & Zhou, J. (2008). Using the attribute hierarchy method to make diagnostic inferences about examinees' cognitive skills in algebra on the SAT. Journal of Technology, Learning, and Assessment, 6(6). Retrieved from http://www.jtla.org.
One problem with evaluating the effectiveness of different types of test questions is that it is often unclear why students get particular exam questions wrong (or right). The SAT is a particularly controversial and challenging test and can have a long-lasting impact upon a college applicant's life, depending on what score he or she receives. Thus, effective analysis of SAT questions for veracity is essential to be fair to the high school students that take the test.
The purpose of the study by Gierl, Wang & Zhou (2008) entitled "Using the attribute hierarchy method to make diagnostic inferences about examinees' cognitive skills in algebra on the SAT" was an attempt to provide greater clarity about the test-taking strategies used by various students on the SAT than simply analyzing the answers from a correct vs. incorrect perspective. According to the authors, the attribute...
The authors' ultimate objective was to provide a more effective methodology of preparing students as well as evaluating potential test questions, not simply on the SAT but also with various other types of standardized examinations. "Cognitive models provide one method for representing and reporting the examinees' cognitive profile on diverse tasks which could be used to link their weaknesses with instructional methods designed to improve the examinees' skills" (Gierl, Wang & Zhou 2008:6).
When conducting their literature review to substantiate their research, the authors stress that their method of evaluation differs fundamentally from a conventional assessment of student performance or even a summative assessment of the efficacy of an exam. A CDA (cogitative development assessment) relies upon "educational and psychological studies on reasoning, problem solving, and information processing" versus general performance expectations (Gierl, Wang & Zhou 2008:6). The mental approach is literally 'modeled' versus merely determining if questions satisfy the basic expectations of the grade level or ability the exam purports…
