Fusion model

Of paramount importance in the study of cognitive diagnostic assessment (CDA) is the absence of tests developed for small-scale diagnostic purposes. Currently, much of the research carried out has been mainly on large-scale tests, e.g., TOEFL, MELAB, IELTS, etc. Even so, formative language assessment with a focus on informing instruction and engaging in identification of student’s strengths and weaknesses to guide instruction has not been conducted in the Iranian English language learning context. In an attempt to respond to the call for developing diagnostic tests, this study explored developing a cognitive diagnostic reading comprehension test for CDA purposes. To achieve this, initially, a list of reading attributes was prepared based on the literature and then the attributes were used to construct 20 reading comprehension items. Then seven content raters were asked to identify the attributes of each item of the test. To obtain quantitative data for Q-matrix construction, the test battery was administered to 1986 students of a General English Language Course at the University of Tehran, Iran. In addition, 13 students were recruited to participate in think-aloud verbal protocols. On the basis of the overall agreement of the content raters’ judgements concerning the choices of attributes and results of think-aloud verbal protocol analysis, a Q-matrix that specified the relationships between test items and target attributes was developed. Finally, to examine the CDA of the test, the Fusion Model, a type of cognitive diagnostic model (CDM), was used for diagnosing the participants' strengths and weaknesses. Results suggest that nine major reading attributes are involved in these reading comprehension test items. The results obtained from such cognitive diagnostic analyses could be beneficial for both teachers and curriculum developers to prepare instructional materials that target specific weaknesses and inform them of the more problematic areas to focus on in class in order to plan for better instruction.

Performance evaluation is one of the most important management agendas as key to achieving continuous improvement in the ability to evaluate the ongoing performance of the organization. Many organizations have realized the importance of ongoing evaluation of performance and performance appraisal systems employ a variety of organizations. In this regard between 1850 and 1975, only on the basis of financial measures to assess the performance of the organizations involved, for reasons such as: encouraging short-term view of the lack of strategic focus and inability to provide data about the quality, responsiveness and flexibility, encouraging an optimistic view, the failure to provide information about what customers want and how competitors were criticized. Methods: This study intends to evaluate the model ordinary native city through the provision of integrated model questionnaire and analyze the results it provides. The proposed model schools ranked theoretical and mathematical description is composed of two parts. This model utilizes the model of the Balanced Scorecard, developed its shape or conceptual cross section of the rating model, the recall is complete. All the research community to the city of Qazvin is no ordinary high school. A total of 177 patients were collected points. For the analysis of data obtained from the decision matrix with TOPSIS technique and Excel software to compare the two choice expert significant part of this research is 5%.packaging determined. The results of the ranking of schools with units 2 TOPSIS indicate that the school is the top priority compared to other options. Conclusion: All the components of the index and rank high schools in the city of Qazvin no effective diagnostic data obtained for decision criteria are less than 0.05. So all indicators can be used to evaluate the performance of ordinary high schools, theoretically, contribute to the city of Qazvin.

The role of learning styles in academic performance has long been the question of many educationalists. Sensory learning styles, which categorize learners into three groups of visual, auditory, and tactile students, have been said to be likely to play parts in academic performance. The purpose of the present study is twofold. Initially, this study aimed to see what weaknesses Iranian university students have in reading comprehension task. The next step was to seek if possessing different sensory learning styles can lead to a significant difference regarding reading comprehension performance. In this study, Cognitive Diagnostic Assessment was applied to provide us with comprehensive mastery reading subskill profiles of everyone. To do so, a reading comprehension test along with a learning style questionnaire were given to 301 Iranian university students, the responses were all divided into either correct or incorrect responses, and according to examinees’ questionnaire, they were categorized into three groups of visual, auditory, and tactile learners. According to the present study, Iranian university students were found to have difficulty dealing with implicitly stated information, understanding difficult vocabulary, and summarizing the textual information. Regarding the second question of this study, visual learners performed significantly better than their auditory counterparts in four skills of Basic Linguistic Knowledge, Implicitly Stated Information, Understanding Difficult Vocabulary, and Understanding Complex Text. However, no significant difference was found between auditory and tactile participants. This result reinforces the prominent role of learning styles in academic and educational settings, to develop efficient instructions and curriculums that best meet learners’ needs.