
ERIC Number: ED673741
Record Type: Non-Journal
Publication Date: 2024
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Evaluating Methods for Assessing Model Fit in Diagnostic Classification Models
Grantee Submission, Paper presented at the International Meeting of the Psychometric Society (89th, Prague, Czech Republic, 2024)
Diagnostic classification models (DCMs) are psychometric models that can be used to estimate the presence or absence of psychological traits, or proficiency on fine-grained skills. Critical to the use of any psychometric model in practice, including DCMs, is an evaluation of model fit. Traditionally, DCMs have been estimated with maximum likelihood methods and then evaluated with limited-information fit indices. However, recent methodological and technological advances have made Bayesian methods for estimating DCMs more accessible. When using a Bayesian estimation process, new methods for model evaluation are available to assess model fit. In the current study, we conducted a simulation study to compare the performance of traditional measures of model fit with Bayesian methods. The results indicate that Bayesian measures of model fit generally outperform the more traditional limited-information indices. Notably, flags for model misfit were more likely to be true positives when using Bayesian methods. Additionally, Bayesian methods for model comparisons also showed better performance than has been reported for methods traditionally in conjunction with a maximum likelihood estimation. In summary, the findings suggest that Bayesian methods offer a better evaluation of model fit than more commonly used metrics. [This paper was published in: "Proceedings of the 89th Annual International Meeting of the Psychometric Society, Prague, Czech Republic," Psychometric Society, 2024.]
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305D210045
Department of Education Funded: Yes
Author Affiliations: 1ATLAS, University of Kansas, Lawrence, Kansas, USA