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Article: Cognitively diagnostic assessments and the cognitive diagnosis model framework
Title | Cognitively diagnostic assessments and the cognitive diagnosis model framework |
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Authors | |
Keywords | Assessment triangle |
Issue Date | 2014 |
Citation | Psicologia Educativa, 2014, v. 20, n. 2, p. 89-97 How to Cite? |
Abstract | © 2014 Colegio Oficial de Psicologos de Madrid.This paper aims to identify the utility of and the need for cognitively diagnostic assessments (CDAs) in conjunction with cognitive diagnosis models (CDMs), and to outline various considerations involved in their development and use. We begin by contrasting the CDA/CDM framework against existing assessment frameworks, which are typically based on item response theory or classical test theory, and show that CDAs used in the CDM context can provide valuable diagnostic information that could enhance classroom instruction and learning. We then detail how the components of a CDA fit into the assessment triangle framework, as well as the evidence-centered design framework. Attribute identification and item development in the context of CDA are discussed, and examples from relevant research are provided. Details of CDMs, which are the statistical models that underpin the practical implementations of CDAs, are also discussed. |
Persistent Identifier | http://hdl.handle.net/10722/228212 |
ISSN | 2023 Impact Factor: 1.7 2023 SCImago Journal Rankings: 0.556 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | De La Torre, Jimmy | - |
dc.contributor.author | Minchen, Nathan | - |
dc.date.accessioned | 2016-08-01T06:45:28Z | - |
dc.date.available | 2016-08-01T06:45:28Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | Psicologia Educativa, 2014, v. 20, n. 2, p. 89-97 | - |
dc.identifier.issn | 1135-755X | - |
dc.identifier.uri | http://hdl.handle.net/10722/228212 | - |
dc.description.abstract | © 2014 Colegio Oficial de Psicologos de Madrid.This paper aims to identify the utility of and the need for cognitively diagnostic assessments (CDAs) in conjunction with cognitive diagnosis models (CDMs), and to outline various considerations involved in their development and use. We begin by contrasting the CDA/CDM framework against existing assessment frameworks, which are typically based on item response theory or classical test theory, and show that CDAs used in the CDM context can provide valuable diagnostic information that could enhance classroom instruction and learning. We then detail how the components of a CDA fit into the assessment triangle framework, as well as the evidence-centered design framework. Attribute identification and item development in the context of CDA are discussed, and examples from relevant research are provided. Details of CDMs, which are the statistical models that underpin the practical implementations of CDAs, are also discussed. | - |
dc.language | eng | - |
dc.relation.ispartof | Psicologia Educativa | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Assessment triangle | - |
dc.title | Cognitively diagnostic assessments and the cognitive diagnosis model framework | - |
dc.type | Article | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.1016/j.pse.2014.11.001 | - |
dc.identifier.scopus | eid_2-s2.0-84924525911 | - |
dc.identifier.volume | 20 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 89 | - |
dc.identifier.epage | 97 | - |
dc.identifier.eissn | 2174-0526 | - |
dc.identifier.isi | WOS:000422164400004 | - |
dc.identifier.issnl | 1135-755X | - |