Defining and Evaluating Models of Cognition Used in Educational Measurement to Make Inferences about Examinees' Thinking Processes.

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Construct Validity: A Universal Validity System or Just Another Test Evaluation Procedure? (2007, background): “Leighton and Gierl (2007) view content specifications as one of three models for making inferences about examinees’ thinking processes.”
Using the Attribute Hierarchy Method to Make Diagnostic Inferences about Examinees' Cognitive Skills in Algebra on the SAT. (2008, methodology): “…models are often created and validated by having examinees think aloud as they solve items to identify the information requirements and processing skills elicited by the tasks (Ericsson & Simon, 1993; Leighton, 2004; Leighton & Gierl, 2007b; Royer, Cisero, & Carlo, 1993; Taylor & Dionne, 2000).”
Estimating Classification Consistency and Accuracy for Cognitive Diagnostic Assessment. (2012, background): “Cognitive diagnostic assessment serves as an important effort to improve the informational value of large-scale assessment (cf. Leighton & Gierl, 2007).”
Cognitive Diagnosis Approaches to Language Assessment: An Overview (2009, background): “Attributes refer to a set of specific skills, knowledge, competencies, mental processes, and strategies that examinees should master or possess to answer an item correctly ( Buck & Tatsuoka, 1998 ; Gierl et al, 2000 ; Leighton & Gierl, 2007 ).”