ABSTRACT

Cognitive diagnostic assessment(CDA) can provide learners profile scores including information about their strengths and weaknesses in korean language assessment. CDA is different from traditional roles of norm-referenced assessment has been to rank-order examinees. CDA suggest strengths and weaknesses of individual learners in the target area of learning and instruction, such as korean language learning. And CDA provide authentic and effective diagnostic feedback about the current state of knowledge and skills of korean language learners so they can decide to appropriate lesson plan to remedy their weaknesses in various aspects of korean language ability. The aim of this study is to explore application Methods and challenges of cognitive diagnosis models in korean language assessment reviewing previous studies of L1 and L2 CDA.

KEYWORD

cognitive diagnosis model, cognitive diagnstic assessment, korean language education, korean language assessment, attribute mastery profile, diagnostic feedback

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