The fusion model skills diagnosis system
By Louis A. Roussos, Louis V. DiBello, W. Stout, Sarah M. Hartz, Robert Henson, Jonathan Templin. 2007
116 citations recorded by the source corpus.
Subfields: Education, Management Science and Operations Research
View Paper: https://www.semanticscholar.org/paper/c757afd523c9f31063e4cefea84176762763ee73
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Jimmy de la Torre
- Katie James
- Brian D. Gane
- Louis V. DiBello
- James W. Pellegrino
- Jonathan Templin
- A. Kim
- N. Jorion
In Management Science and Operations Research
- Jonathan Templin
- Robert Henson
- A. Kim
- Louis A. Roussos
- L. DeCarlo
- Jimmy de la Torre
- James W. Pellegrino
- Louis V. DiBello
Citations in the corpus
- An Analytic Framework for Evaluating the Validity of Concept Inventory Claims (2015, methodology): “We also performed a diagnostic model-based analysis (DiBello & Stout, 2003; DiBello, Roussos, & Stout, 2007; Roussos et al., 2007).”
- Paradoxical Results in Multidimensional Item Response Theory (2009, background): “Some tests (or models) such as cognitive diagnosis models (CDMs; see Haertel, 1990; Roussos et al., 2007, and von Davier, 2005) classify subjects into one of multiple ordered categories GILES HOOKER, MATTHEW FINKELMAN, AND ARMIN SCHWARTZMAN 433”
- Skills Diagnosis Using IRT-Based Latent Class Models (2007, background): “Sinharay (2004) reviews state-of-the-art techniques for convergence checking in MCMC, but applications of such techniques to IRT-based latent class models have been researched in depth only with RUM, including studies cited above, as well as in Jang (2005), Jang (2006), Roussos, DiBello, Henson, Jan”
- Exploring ways to provide diagnostic feedback with an ESL placement test: Cognitive diagnostic assessment of L2 reading ability (2015, background): “Specifically, the Fusion model is a skill-level item-response model (Roussos et al., 2007), which “expresses the probability of an examinee [j] answering an item i correctly as a function of both the examinee characteristics (skills mastery level profile vector) and item characteristics (item parame”
- The Generalized DINA Model Framework. (2011, background): “Examples of specific CDMs include the deterministic inputs, noisy “and” gate (DINA; de la Torre, 2009b; Junker & Sijtsma, 2001), and the reduced reparametrized unified model (R-RUM; Hartz, 2002; Roussos, DiBello, Stout, Hartz, Henson, & Templin, 2007 ); examples of general CDMs include the log-line”