Metacognitive Monitoring and Mathematical Abilities: Cognitive Diagnostic Model and Signal Detection Theory Approach*

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dc.authorscopusid57218408854
dc.authorscopusid55770253500
dc.contributor.authorBasokcu O.T.
dc.contributor.authorGuzel M.A.
dc.date.accessioned2023-01-12T20:23:52Z
dc.date.available2023-01-12T20:23:52Z
dc.date.issued2021
dc.departmentN/A/Departmenten_US
dc.description.abstractBesides various in-class assessments, there exist some standardized assessment tools that are administered in several countries, such as PISA (Programme for International Student Assessment) and TIMMS (Trends in International Mathematics and Science Study). The questions' contents, type of responding, grading, and the analyses in these large-scale tests have been diversified in years. In this study, it was aimed to identify the abilities that are measured at PISA mathematics test in a single testing procedure and by utilizing the methods of analyses of Cognitive Diagnostic Model (CDM) as well as Signal Detection Theory (SDT), which have not been used so far in the assessment of these abilities. Therefore, a randomly selected sample of 6th-grade students (N=230) in Izmir was tested with a PISA-equivalent 12-item mathematics test, where the items are graded dichotomously (correct vs. incorrect). CDM estimates were calculated by using the Deterministic Input Noisy Output and Gate (DINA) Model. The participants were asked to report whether they thought they could solve the question correctly, guess even if they thought they could not solve the question, and then, rate their confidence levels on the correctness of their answers in turn so as to allow us to measure their "metacognitive monitoring performance" with the SDT method, which refers to the ability to differentiate correct and incorrect responses. In short, a better metacognitive monitoring performance was obtained by measuring how well once could differentiate their correct and incorrect responses with the observation of they prefer reporting and then giving high confidence levels to the actually correct responses and prefer passing to give an answer yet rate lower confidence levels to the actually incorrect responses given as pure guesses. The results showed that CDM fits well to the assessment of PISA test and those who were better at the ability of "reasoning and developing strategies" in particular among four possible abilities detected with CDM ("representing and communicating", "mathematization", "reasoning and developing strategies", "using symbolic and technical language") had also. © 2021 Turkish Education Association. All rights reserved.en_US
dc.identifier.doi10.15390/EB.2020.7991
dc.identifier.endpage238en_US
dc.identifier.issn1300-1337
dc.identifier.issue205en_US
dc.identifier.scopus2-s2.0-85123764635en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage221en_US
dc.identifier.trdizinid419691en_US
dc.identifier.urihttps://doi.org/10.15390/EB.2020.7991
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/419691
dc.identifier.urihttps://hdl.handle.net/11454/79783
dc.identifier.volume46en_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherTurkish Education Associationen_US
dc.relation.ispartofEgitim ve Bilimen_US
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCognitive Diagnostic Modelen_US
dc.subjectMathematicsen_US
dc.subjectMetacognitionen_US
dc.subjectMetacognitive Monitoringen_US
dc.subjectPISA testen_US
dc.subjectSignal Detection Theoryen_US
dc.titleMetacognitive Monitoring and Mathematical Abilities: Cognitive Diagnostic Model and Signal Detection Theory Approach*en_US
dc.typeConference Objecten_US

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