Bridging Assessment and Learning A Cognitive Diagnostic Analysis of a Large-scale Spanish Proficiency Test

Abstract

There is still relatively little research on cognitive diagnostic analysis of large-scale, high-stakes language tests to assess the individualized strengths and weaknesses of every learner, and even less on the accuracy and applicability of the feedback information in post-hoc learning. Using both cognitive diagnostic results of 1.933 test takers of a national Spanish test and qualitative data from their bachelor thesis drafts, the precision of the diagnostic feedbacks was examined to verify its usefulness for better literature review and discussion. The results showed that this method has an appropriate model fit with the test performance, and is able to determine specific skill profile of each test taker, which is not always consistent with the scores provided by classical test analysis. By triangulating the diagnostic reports and the literature review and discussion of the learners’ thesis drafts, it is clear that the cognitive diagnostic approach in a large-scale test can assess the reading skills more accurately and the feedbacks are valuable for remedying the future academic reading and thesis revision.