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Carragher, Natacha; Templin, Jonathan; Jones, Phillip; Shulruf, Boaz; Velan, Gary – Educational Measurement: Issues and Practice, 2019
In this ITEMS module, we provide a didactic overview of the specification, estimation, evaluation, and interpretation steps for diagnostic measurement/classification models (DCMs), which are a promising psychometric modeling approach. These models can provide detailed skill- or attribute-specific feedback to respondents along multiple latent…
Descriptors: Measurement, Classification, Models, Check Lists
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Ma, Wenchao; de la Torre, Jimmy – Educational Measurement: Issues and Practice, 2019
In this ITEMS module, we introduce the generalized deterministic inputs, noisy "and" gate (G-DINA) model, which is a general framework for specifying, estimating, and evaluating a wide variety of cognitive diagnosis models. The module contains a nontechnical introduction to diagnostic measurement, an introductory overview of the G-DINA…
Descriptors: Models, Classification, Measurement, Identification
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Bradshaw, Laine; Levy, Roy – Educational Measurement: Issues and Practice, 2019
Although much research has been conducted on the psychometric properties of cognitive diagnostic models, they are only recently being used in operational settings to provide results to examinees and other stakeholders. Using this newer class of models in practice comes with a fresh challenge for diagnostic assessment developers: effectively…
Descriptors: Data Interpretation, Probability, Classification, Diagnostic Tests
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Sinharay, Sandip – Educational Measurement: Issues and Practice, 2016
Data mining methods for classification and regression are becoming increasingly popular in various scientific fields. However, these methods have not been explored much in educational measurement. This module first provides a review, which should be accessible to a wide audience in education measurement, of some of these methods. The module then…
Descriptors: Data Collection, Information Retrieval, Classification, Regression (Statistics)
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Templin, Jonathan; Hoffman, Lesa – Educational Measurement: Issues and Practice, 2013
Diagnostic classification models (aka cognitive or skills diagnosis models) have shown great promise for evaluating mastery on a multidimensional profile of skills as assessed through examinee responses, but continued development and application of these models has been hindered by a lack of readily available software. In this article we…
Descriptors: Classification, Models, Language Tests, English (Second Language)
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Abedi, Jamal – Educational Measurement: Issues and Practice, 2008
High-stakes decisions for the instruction and assessment of English language learner (ELL) students are made based on the premise that ELL classification is a valid dichotomy that distinguishes between those who are proficient in the use of the English language and those who are not. However, recent research findings draw a vague picture of the…
Descriptors: Validity, Second Language Learning, Classification, English (Second Language)
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Lee, Guemin; Brennan, Robert L.; Frisbie, David A. – Educational Measurement: Issues and Practice, 2000
Presents a broad definition of "testlet" and suggests a framework for classifying types of testlets. Considers several issues that bear on the conceptualization of testlets and analyses of scores from tests composed of testlets. Suggests some research topics that seem particularly important to advancing the meaningful and appropriate use…
Descriptors: Classification, Definitions, Models, Scores