Adam Coates

I plan to use Cognitive Diagnostic Modelling with large-scale data sets such as TIMSS or KS2 SATs to better understand mathematics learning progress in England.

Most academic tests result in a single grade (e.g. a B in A-level history), but Cognitive Diagnostic Modelling aims to produce a profile detailing each of the subject skills that a test taker has mastered. This information can be used to find groups with similar mastery profiles and explore possible causes for these patterns of learning. By investigating mathematics learning, I hope to identify policy and practice routes to better maths learning outcomes.