Integrating diagnostic assessment into curriculum: a theoretical framework and teaching practices

Abstract Currently, much research on cognitive diagnostic assessment (CDA) focuses the development of statistical models estimating individual students’ attribute profiles. However, little is known about how to communicate model-generated results stakeholders, and translate formatively information into teaching practices. This study proposed an integrative framework diagnosis connecting CDA feedback remediation and, meanwhile, demonstrated empirically application in English as a Foreign Language (EFL) context. Particularly, empirical presented procedures integrating EFL reading curriculum through four phases planning, framing, implementing, reflecting. The show that these procedures, influenced by teacher’s orientation approach teaching, affected perceptions assessment, their attitudes toward remedial instructions, well learning outcomes reading. also provide evidence effectiveness this study, showing could serve practical guidance implementation use classroom. Overall, indicates more effective way instructionally useful than other test approaches do not differentiate strengths weaknesses among students with same total score.