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Article: Relationships between cognitive diagnosis, CTT, and IRT indices: An empirical investigation

TitleRelationships between cognitive diagnosis, CTT, and IRT indices: An empirical investigation
Authors
KeywordsClassical test theory
Issue Date2012
Citation
Asia Pacific Education Review, 2012, v. 13, n. 2, p. 333-345 How to Cite?
AbstractCognitive diagnosis models (CDMs) continue to generate interest among researchers and practitioners because they can provide diagnostic information relevant to classroom instruction and student learning. However, its modeling component has outpaced its complementary component-test construction. Thus, most applications of cognitive diagnosis modeling involve retrofitting of CDMs to assessments constructed using classical test theory (CTT) or item response theory (IRT). This study explores the relationship between item statistics used in the CTT, IRT, and CDM frameworks using such an assessment, specifically a large-scale mathematics assessment. Furthermore, by highlighting differences between tests with varying levels of diagnosticity using a measure of item discrimination from a CDM approach, this study empirically uncovers some important CTT and IRT item characteristics. These results can be used to formulate practical guidelines in using IRT- or CTT-constructed assessments for cognitive diagnosis purposes. © 2011 Education Research Institute, Seoul National University, Seoul, Korea.
Persistent Identifierhttp://hdl.handle.net/10722/228139
ISSN
2015 Impact Factor: 0.394
2015 SCImago Journal Rankings: 0.371

 

DC FieldValueLanguage
dc.contributor.authorLee, Young Sun-
dc.contributor.authorde Torre, Jimmy la-
dc.contributor.authorPark, Yoon Soo-
dc.date.accessioned2016-08-01T06:45:17Z-
dc.date.available2016-08-01T06:45:17Z-
dc.date.issued2012-
dc.identifier.citationAsia Pacific Education Review, 2012, v. 13, n. 2, p. 333-345-
dc.identifier.issn1598-1037-
dc.identifier.urihttp://hdl.handle.net/10722/228139-
dc.description.abstractCognitive diagnosis models (CDMs) continue to generate interest among researchers and practitioners because they can provide diagnostic information relevant to classroom instruction and student learning. However, its modeling component has outpaced its complementary component-test construction. Thus, most applications of cognitive diagnosis modeling involve retrofitting of CDMs to assessments constructed using classical test theory (CTT) or item response theory (IRT). This study explores the relationship between item statistics used in the CTT, IRT, and CDM frameworks using such an assessment, specifically a large-scale mathematics assessment. Furthermore, by highlighting differences between tests with varying levels of diagnosticity using a measure of item discrimination from a CDM approach, this study empirically uncovers some important CTT and IRT item characteristics. These results can be used to formulate practical guidelines in using IRT- or CTT-constructed assessments for cognitive diagnosis purposes. © 2011 Education Research Institute, Seoul National University, Seoul, Korea.-
dc.languageeng-
dc.relation.ispartofAsia Pacific Education Review-
dc.subjectClassical test theory-
dc.titleRelationships between cognitive diagnosis, CTT, and IRT indices: An empirical investigation-
dc.typeArticle-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s12564-011-9196-3-
dc.identifier.scopuseid_2-s2.0-84862191724-
dc.identifier.volume13-
dc.identifier.issue2-
dc.identifier.spage333-
dc.identifier.epage345-

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