As a prominent aspect of modeling learners in the education domain, knowledge tracing attempts to model learner's cognitive process, and it has been studied for nearly 30 years. Driven by the rapid advancements in deep learning techniques, deep neural networks have been recently adopted for knowledge tracing and have exhibited unique advantages…

This study aims to conduct differential item functioning analyses in the context of cognitive diagnosis assessments using various formulations of the Wald test. In implementing the Wald test, two scenarios are considered: one where the underlying reduced model can be assumed; and another where a saturated CDM is used. Illustration of the different…

Categorical data become increasingly ubiquitous in the modern big data era. In this dissertation, we propose novel statistical learning and inference methods for large-scale categorical data, focusing on latent variable models and their applications to psychometrics. In psychometric assessments, the subjects' underlying aptitude often cannot be…

The current paper investigates the structural validity of the Children's Concentration and Empathy Scale (CCES), which was designed based on Montessori's developmental theory to assess, using teacher ratings, the coherence of attention-related characteristics (concentration, empathy, and normalization) in children from 1.5 to 12 years old. The…

Cognitive diagnosis models (CDMs) allow for the extraction of fine-grained, multidimensional diagnostic information from appropriately designed tests. In recent years, interest in such models has grown as formative assessment grows in popularity. Many dichotomous as well as several polytomous CDMs have been proposed in the last two decades, but…

We propose a general cognitive diagnosis model framework to diagnose mental disorders using item scores obtained from clinical measurement instruments. This framework can be used to validate the extent to which the items measure the specific disorders. The method is illustrated using data obtained with the Dutch version of Millon Clinical…

We review the GIDNA and CDM packages in R for fitting cognitive diagnosis/diagnostic classification models. We first provide a summary of their core capabilities and then use both simulated and real data to compare their functionalities in practice. We found that the most relevant routines in the two packages appear to be more similar than…

A family of learning models that integrates a cognitive diagnostic model and a higher-order, hidden Markov model in one framework is proposed. This new framework includes covariates to model skill transition in the learning environment. A Bayesian formulation is adopted to estimate parameters from a learning model. The developed methods are…

Educational transformation in the 21st century demands in-depth knowledge and understanding in order to promote the development of higher-order thinking skills (HOTS). However, the most commonly reported problem with respect to developing a knowledge of chemistry is poor mastery of basic concepts. Chemistry laboratory educational activities are…

This study's main aim was to determine physical education (PE) teacher candidates' self-efficacy levels and attitudes toward the PE teaching profession. Designed on a survey model, this study was conducted during the 2011-2012 academic year. A total of 601 PE teacher candidates studying in the PE and sports teaching programs of six different…

This article investigates whether computer use for leisure could mediate or moderate the relations between age and cognitive functioning. Findings supported smaller age differences in measures of cognitive functioning for people who reported spending more hours using a computer. Because of the cross-sectional design of the study, two alternative…

Purpose: Many adults with aphasia demonstrate concomitant deficits in working memory (WM), but such deficits are difficult to quantify because of a lack of validated measures as well as the complex interdependence between language and WM. We examined the feasibility, reliability, and internal consistency of an "n"-back task for…

The changing social and economic reality of our world continues to shape how learning is conducted and acquired in the adult classroom and beyond. Given the pivotal importance for an adult to develop a variety of cognitive and emotional skills and given the need to work in collaboration with others, within educational environments and the…

The authors aimed to incorporate learning into the cognitive assessment framework that exists for static assessment data. In order to accomplish this, they derive a common likelihood function for dynamic models and introduce Parameter Driven Process for Change + Cognitive Diagnosis Model (PDPC + CDM), a dynamic model which tracks learning…

The stability of learning style preferences, as measured by the Myers-Briggs Type Indicator (MBTI) and Learning Style Inventory (LSI), was examined using a configural frequency analysis of differences. Thirteen cohorts (222 graduate students) completed the instruments 3 times during their programs. Implications for use of learning style measures…