The nonparametric classification (NPC) method has been proven to be a suitable procedure for cognitive diagnostic assessments at a classroom level. However, its nonparametric nature impedes the obtention of a model likelihood, hindering the exploration of crucial psychometric aspects, such as model fit or reliability. Reporting the reliability and…

In cognitive diagnostic models (CDMs), a set of fine-grained attributes is required to characterize complex problem solving and provide detailed diagnostic information about an examinee. However, it is challenging to ensure reliable estimation and control computational complexity when The test aims to identify the examinee's attribute profile in a…

The development of new statistical models for the meta-analysis of diagnostic test accuracy studies is still an ongoing field of research, especially with respect to summary receiver operating characteristic (ROC) curves. In the recently published updated version of the "Cochrane Handbook for Systematic Reviews of Diagnostic Test…

Most existing diagnostic models are developed to detect whether students have mastered a set of skills of interest, but few have focused on identifying what scientific misconceptions students possess. This article developed a general dual-purpose model for simultaneously estimating students' overall ability and the presence and absence of…

One of the central components of cognitive diagnostic assessment is the Q-matrix, which is an essential loading indicator matrix and is typically constructed by subject matter experts. Nonetheless, to a large extent, the construction of Q-matrix remains a subjective process and might lead to misspecifications. Many researchers have recognized the…

An efficient assessment cycle is a necessary component of early literacy instruction. To support student growth, educators must screen, diagnose, and monitor student progress. Diagnostic assessments provide critical information that can empower educators to address student needs. Using information from diagnostic assessments requires educators to…

In recent years, educators, administrators, policymakers, and measurement experts have called for assessments that support educators in making better instructional decisions. One promising approach to measurement to support instructional decision-making is diagnostic classification models (DCMs). DCMs are flexible psychometric models that…

This study proposes a Bayesian method for diagnostic classification models (DCMs) for a partially known Q-matrix setting between exploratory and confirmatory DCMs. This Q-matrix setting is practical and useful because test experts have pre-knowledge of the Q-matrix but cannot readily specify it completely. The proposed method employs priors for…

Cognitive diagnostic assessment is known for its capacity to provide detailed feedback to test-takers, which can inform instruction and guide learning. Besides this core strength of the assessment approach, the measurement procedure also works as a construct validation method in itself. Previous studies do not call attention to this aspect of…

Recent developments have enabled the modeling of longitudinal assessment data in a diagnostic classification model (DCM) framework. These longitudinal DCMs were developed to provide measures of student growth on a discrete scale in the form of attribute mastery transitions, thereby supporting categorical and criterion-referenced interpretations of…

With the budding interests of structural and functional network characteristics as potential parameters for abnormal brains, an essential and thus simpler representation and evaluations have become necessary. Eigenvector centrality measure of functional magnetic resonance imaging ("fMRI") offer region wise network representations through…

Diagnostic classification models (DCMs) have grown in popularity as stakeholders increasingly desire actionable information related to students' skill competencies. Longitudinal DCMs offer a psychometric framework for providing estimates of students' proficiency status transitions over time. For both cross-sectional and longitudinal DCMs, it is…

There is a lot of interest in providing detailed reports to schools indicating which skills pupils have mastered and which still need development -- and, more broadly, the knowledge, skills and understanding that pupils have acquired and not yet acquired. Cognitive diagnostic assessment is an approach designed to provide this kind of insight.…

A tree model for diagnostic educational testing is described along with Monte Carlo simulations designed to evaluate measurement accuracy based on the model. The model is implemented in an assessment of inferential reading comprehension, the Multiple-Choice Online Causal Comprehension Assessment (MOCCA), through a sequential, multidimensional,…

Understanding language requires readers and listeners to cull meaning from fast-unfolding messages that often contain conflicting cues pointing to incompatible ways of interpreting the input (e.g., "The cat was chased by the mouse"). This article reviews mounting evidence from multiple methods demonstrating that cognitive control plays…