More than three decades after their introduction, diagnostic classification models (DCM) do not seem to have been implemented in educational systems for the purposes they were devised. Most DCM research is either methodological for model development and refinement or retrofitting to existing nondiagnostic tests and, in the latter case, basically…

In item response theory (IRT), the invariance property states that item parameter estimates are independent of the examinee sample, and examinee ability estimates are independent of the test items. While this property has long been established and understood by the measurement community for IRT models, the same cannot be said for diagnostic…

Diagnostic classification models (DCMs) hold great potential for applications in summative and formative assessment by providing discrete multivariate proficiency scores that yield statistically driven classifications of students. Using data from a newly developed diagnostic arithmetic assessment that was administered to 2032 fourth-grade students…

The Reduced Reparameterized Unified Model (Reduced RUM) is a diagnostic classification model for educational assessment that has received considerable attention among psychometricians. However, the computational options for researchers and practitioners who wish to use the Reduced RUM in their work, but do not feel comfortable writing their own…

The assessment of higher-education student learning outcomes is an important component in understanding the strengths and weaknesses of academic and general education programs. This study illustrates the application of diagnostic classification models, a burgeoning set of statistical models, in assessing student learning outcomes. To facilitate…

Automatic item generation represents a relatively new but rapidly evolving research area where cognitive and psychometric theories are used to produce tests that include items generated using computer technology. Automatic item generation requires two steps. First, test development specialists create item models, which are comparable to templates…

As with any test administered across linguistically and culturally diverse groups, evidence suggesting the equivalence of score meaning across countries is needed for valid comparisons. The current study examines the cross-cultural equivalence of score interpretations from the Trends in International Mathematics and Science Study (TIMSS)-1999 from…