Network models of the WAIS-IV based on regularized partial correlation matrices have been reported to outperform latent variable models based on uncorrected correlation matrices. The present study sought to compare network and latent variable models using both partial and uncorrected correlation matrices with both types of models. The results show…

Criticisms about psychometric paradigms currently used in healthcare professions education include claims of reductionism, objectification, and poor compliance with assumptions. Nevertheless, perhaps the most crucial criticism comes from learners' difficulty in interpreting and making meaningful use of summative scores and the potentially…

This article discusses the development of vocational competence through economic vocational educational training (VET) from a theoretical and psychometric perspective. Most assessment and competence models tend to adopt a state perspective toward assessments of competence and carve out different structures of competence for diverse vocational…

The objective of this study was to compare, through a Confirmatory Factor Analysis, two different theoretical models that explain the operationalized creativity construct with the Verbal Torrance Tests of Creative Thinking (TTCT), Form B. Model 1 is represented by six factors which correspond to each activity and its respective indicators while…

As a result of the upcoming Federal reauthorization of the Individuals With Disabilities Education Improvement Act (IDEA), practitioners and researchers have begun vigorously debating what constitutes evidence-based assessment for the identification of specific learning disability (SLD). This debate has resulted in strong support for a method that…

Recent advances in cognitive science and psychometrics have expanded the possibilities for the next generation of literacy assessment as an integrated domain (Bennett, 2011a; Deane, Sabatini, & O'Reilly, 2011; Leighton & Gierl, 2011; Sabatini, Albro, & O'Reilly, 2012). In this paper, we discuss four key areas supporting innovations in…

The present study aimed to represent the innovative assessments that support students' learning in STEM education through using the integrative framework for Cognitive Diagnostic Modeling (CDM). This framework is based on three components, cognition, observation, and interpretation (National Research Council, 2001). Specifically, this dissertation…

The purpose of this study was to evaluate the adequacy of three cognitive models, one developed by content experts and two generated from student verbal reports for explaining examinee performance on a grade 3 diagnostic mathematics test. For this study, the items were developed to directly measure the attributes in the cognitive model. The…

Few empirical investigations have evaluated learning disabilities (LD) identification methods based on a pattern of cognitive strengths and weaknesses (PSW). This study investigated the reliability of LD classification decisions of the concordance/discordance method (C/DM) across different psychoeducational assessment batteries. C/DM criteria were…

The following report describes an assessment instrument called the Mathematics Performance and Cognition (MPAC) interview. The MPAC interview was designed to measure two outcomes of interest. It was designed to measure first and second graders' mathematics achievement in number, operations, and equality, and it was also designed to gather…

This report provides an overview of the development, implementation, and psychometric properties of a student mathematics interview designed to assess first- and second-grade student achievement and thinking processes. The student interview was conducted with 622 first- or second-grade students in 22 schools located in two public school districts…

In a number of psychological studies, answers to reasoning vignettes have been shown to result from both intuitive and deliberate response processes. This paper utilizes a psychometric model to separate these two response tendencies. An experimental application shows that the proposed model facilitates the analysis of dual-process item responses…

Successful STEM learning depends on the interaction of affect, cognition, and application of ideas. Simply put students who are unwilling to persist in STEM based endeavors do not suddenly develop into scientists, mathematicians, engineers or computer scientists, nor do they seek out STEM related courses or STEM based careers. The purpose of this…

This study examined students' competencies in engineering education at the university level. First, we developed a competency model in one specific field of engineering: process dynamics and control. Then, the theoretical model was used as a frame to construct test items to measure students' competencies comprehensively. In the empirical…

Traditional psychometric approaches towards assessment tend to focus exclusively on quantitative properties of assessment outcomes. This may limit more meaningful educational approaches towards workplace-based assessment (WBA). Cognition-based models of WBA argue that assessment outcomes are determined by cognitive processes by raters which are…