Demonstration of an Innovative Reading Comprehension Diagnostic Tool

Sarah E. Carlson, Ben Seipel, Gina Biancarosa, Mark L Davison, Virginia Clinton

Research output: Chapter in Book/Report/Conference proceedingConference contribution


This demonstration introduces and presents an innovative online cognitive diagnostic assessment, developed to identify the types of cognitive processes that readers use during comprehension; specifically, processes that distinguish between subtypes of struggling comprehenders. Cognitive diagnostic assessments are designed to provide valuable information by measuring specific processes emphasized during learning, and can provide instructionally relevant results aligned with curriculum that other large-scale, standardized assessments cannot provide (e.g., [1]). This hands-on session includes information behind how the technology of MOCCA™ ([2]) was developed, as well as how a reader would experience taking this assessment, how a teacher/educator would find the results of a user’s assessment, and which instructional techniques to then use. Interpretation of assessment results and instructional recommendations are obtainable online. Future directions for the continued development of online digital learning regarding how to generate appropriate cognitive processes (e.g., inferences) during reading are ongoing and discussed.

Original languageEnglish (US)
Title of host publicationTransforming Learning with Meaningful Technologies - 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Proceedings
EditorsMaren Scheffel, Julien Broisin, Viktoria Pammer-Schindler, Andri Ioannou, Jan Schneider
PublisherSpringer- Verlag
Number of pages4
ISBN (Print)9783030297350
StatePublished - Jan 1 2019
Event14th European Conference on Technology Enhanced Learning, EC-TEL 2019 - Delft, Netherlands
Duration: Sep 16 2019Sep 19 2019

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume11722 LNCS
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349


Conference14th European Conference on Technology Enhanced Learning, EC-TEL 2019


  • Cognitive diagnostic assessment
  • Cognitive processing
  • Online instructional recommendations
  • Reading comprehension


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