Cognitively Diagnostic Assessments and the Cognitive Diagnosis Model Framework
By Jimmy de la Torre, Nathan Minchen. 2014
125 citations recorded by the source corpus.
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.
Subfields: Artificial Intelligence, Developmental and Educational Psychology, Management Science and Operations Research
View Paper: https://www.semanticscholar.org/paper/62a84f179a2f43d23dddb9b6fc1b4794a5e47ff9
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In Artificial Intelligence
In Developmental and Educational Psychology
In Management Science and Operations Research
Citations in the corpus
- Assessment as a positive influence on 21st century teaching and learning: A systems approach to progress (2014, background): “The paper by de la Torre and Minchen (2014) in this issue provides an excellent discussion of the benefits of a particular class of such models, known as Diagnostic Classification Models, when the goal of the assessment design is to obtain interpretive information closely tied to a detailed cognitiv”