Data for Does Diagnostic Feedback Promote Learning? Evidence from a Longitudinal Cognitive Diagnostic Assessment
Principal Investigator(s): View help for Principal Investigator(s) Peida Zhan, Zhejiang Normal University
Version: View help for Version V1
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application/vnd.openxmlformats-officedocument.wordprocessingml.document | 12.7 KB | 10/21/2021 12:51:AM |
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text/plain | 9.8 KB | 11/13/2019 04:30:AM |
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Project Citation:
Zhan, Peida. Data for Does Diagnostic Feedback Promote Learning? Evidence from a Longitudinal Cognitive Diagnostic Assessment. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2021-10-21. https://doi.org/10.3886/E153061V1
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Summary:
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Data for: Does Diagnostic Feedback Promote Learning? Evidence from a Longitudinal Cognitive Diagnostic AssessmentAuthors: Fang Tang & Peida Zhan2021-10-21 This memo documents the data files used in “Does Diagnostic Feedback Promote Learning? Evidence from a Longitudinal Cognitive Diagnostic Assessment” in AERA Open, 2021. The data were collected by the first author from six classes in a junior high school in China. They are not publicly available and have been anonymized. After data clearing, the data contain the Q-matrix and student item responses from three groups: “ScoreA.txt” for the diagnosis group, “ScoreB.txt” for the traditional group, and “ScoreC.txt” for the control group.
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