based on their observed response pattern. An attribute probability close to 1 would indicate that the examinee has likely mastered the cognitive attribute, whereas a probability close to 0 would indicate that the examinee has likely not mastered the cognitive attribute. Reporting the results The importance of the reporting process Score reporting serves a critical function as the interface between the test developer and a diverse audience of test users. A score report must include detailed information, which is often technical in nature, about the meanings and possible interpretations of results that users can make. The Standards for Educational and Psychological Testing clearly define the role of test developers in the reporting process. Standard 5.10 states: When test score information is released to students, parents, legal representatives, teachers, clients, or the media, those responsible for testing programs should provide appropriate interpretations. The interpretations should describe in simple language what the test covers, what the scores mean, and how the scores will be used. Reporting cognitive diagnostic results using the AHM A key advantage of the AHM is that it supports individualized diagnostic score reporting using the attribute probability results. The score reports produced by the AHM have not only a total score but also detailed information about what cognitive attributes were measured by the test and the degree to which the examinees have mastered these cognitive attributes. This diagnostic information is directly linked to the attribute descriptions, individualized for each student, and easily presented. Hence, these reports provide specific diagnostic feedback which may direct instructional decisions. To demonstrate how the AHM can be used to report test scores and provide diagnostic feedback, a sample report is presented next. In the example to the right, the examinee mastered attributes A1 and A4 to A6. Three performance levels were selected for reporting attribute mastery: non-mastery (attribute probability value between 0.00 and 0.35), partial mastery (attribute probability value between 0.36 and 0.70), and mastery (attribute probability value between 0.71 and 1.00). The results in the score report reveal that the examinee has clearly mastered four attributes, A1 (basic arithmetic operations), A4 (skills required for substituting values into algebraic expressions), A5 (the skills of mapping a graph of a familiar function with its corresponding function), and A6 (abstract properties of functions). The examinee has not mastered the skills associated with the remaining five attributes. Implications of AHM for cognitive diagnostic assessment Integration of assessment,