A Polytomous Model of Cognitive Diagnostic Assessment for Graded Data

Tu, Dongbo; Zheng, Chanjin; Cai, Yan; Gao, Xuliang; Wang, Daxun

doi:10.1080/15305058.2017.1396465

Cited by 11 publications

(8 citation statements)

References 26 publications

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“…Under the IRT framework, IRT models can be divided into two main categories: the difference models (or cumulative logit models) and the divided-by-total models (or adjacent logit models; Tu, Zheng, Cai, Gao, & Wang, 2017). The graded response model (GRM; Samejima, 1969) is a typical model in difference models; in addition, the generalized partial credit model (GPCM; Muraki, 1992) is a representative model of divided-by-total models.…”

Section: Methodsmentioning

confidence: 99%

A new approach to assessing shyness of college students using computerized adaptive testing: CAT-Shyness

Cai

2020

Journal of Pacific Rim Psychology

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Assessing shy symptoms via computerized adaptive testing (CAT) provides greater measurement precision coupled with a lower test burden compared to conventional tests. The computerized adaptive test for shyness (CAT-Shyness) was developed based on a large sample of 1400 participants from China. Item bank development included the investigation of unidimensionality, local independence, and exploration of differential item functioning (DIF). CAT simulations based on the real data were carried out to investigate the reliability, validity, and predicted utility (sensitivity and specificity) of the CAT-Shyness. The CAT-Shyness item bank was successfully built and proved to have excellent psychometric properties: high content validity, unidimensionality, local independence, and no DIF. The CAT simulations needed 14 items to achieve a high measurement precision with a reliability of .9. Moreover, the results revealed that the proposed CAT-Shyness had acceptable and reasonable marginal reliability, criterion-related validity, and sensitivity and specificity. It not only had acceptable psychometric properties, but also had a shorter but efficient assessment of shyness, which can save significant test time and reduce the test burden for individuals with less information loss.

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Section: Methodsmentioning

confidence: 99%

A new approach to assessing shyness of college students using computerized adaptive testing: CAT-Shyness

Cai

2020

Journal of Pacific Rim Psychology

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“…The fit of a parametric IRT model is very important when implementing IRT (Liang & Wells, 2009). Under the IRT framework, an IRT model can be divided into two main categories: the difference models (or cumulative logits models) and the divided-by-total models (or adjacent logits models; Tu, Zheng, Cai, Gao, & Wang, 2017). A representative model of difference models is the Graded Response Model (GRM; Samejima, 1969) while a typical model in divided-by-total models is the Generalized Partial Credit Model (GPCM; Muraki, 1992), and the Nominal Response Model (NRM; Bock, 1972) is the extreme form of the divide-by-total group, which allows truly nominal responses (Chen, 2017).…”

Section: Methodsmentioning

confidence: 99%

A computerized adaptive testing advancing the measurement of subjective well-being

Cai

2019

Journal of Pacific Rim Psychology

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This article aimed at developing an adaptive version of the subjective well-being (SWB) scale to measure a comprehensive concept of SWB among Chinese university students. Item response theory was employed to formulate the item bank of the SWB scale and computerized adaptive testing (CAT) for SWB (CAT-SWB), based on several commonly used SWB scales, after unidimensionality testing, model selection, local dependence testing, parameter estimation, item fit test and differential item functioning (DIF) analysis were performed. Finally, two CAT simulations using simulated-data and real-data were carried out to verify and evaluate the CAT-SWB. Results indicated that the proposed CAT-SWB had an excellent performance in that it largely reduces the number of test items and the length of test time without losing measurement precision.

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“…Generally, most multiple-choice items are scored dichotomously, while constructed-response items are scored polytomously and yield graded response data with ordered categories. An expectation–maximization (EM) algorithm or an M-H (jumping M-H) algorithm and Markov chain Monte Carlo–Gibbs sampling (Tu et al, 2010, 2017) can be used to analyze the probability of a student’s mastery of each attribute (de la Torre, 2009). However, the EM algorithm is simpler.…”

Section: The Cldsmentioning

confidence: 99%

The Feedback of the Chinese Learning Diagnosis System for Personalized Learning in Classrooms

You

Xiao

et al. 2019

Front. Psychol.

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Personalized learning is tailored to each student’s strengths and needs. For personalized learning in the classroom, feedback is an essential part, which can provide useful guidance on how to improve learning and/or teaching. Based on the cognitive diagnosis theory, the Chinese Learning Diagnosis System (CLDS) offers timely feedback on student learning and teacher instruction. This study mainly describes the feedback of the CLDS in two parts. Part I introduces the feedback reports of the CLDS, and part II illustrates its application effectiveness in learning and teaching. Based on students’ mastery of an attribute, teachers can modify their teaching contents and schedules, and students have the opportunity to remedy their learning by themselves. As to the application effectiveness of the CLDS, the experiment results show that students enrolled in the experimental school with CLDS in 2012 had a significant improvement in their self-efficacy and achievement. Furthermore, most teachers pointed out that instructional time used for classroom unit tests was reduced by one third to one half, allowing them plenty of time to provide more detailed and individualized instructions to students.

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A Polytomous Model of Cognitive Diagnostic Assessment for Graded Data

Cited by 11 publications

References 26 publications

A new approach to assessing shyness of college students using computerized adaptive testing: CAT-Shyness

A new approach to assessing shyness of college students using computerized adaptive testing: CAT-Shyness

A computerized adaptive testing advancing the measurement of subjective well-being

The Feedback of the Chinese Learning Diagnosis System for Personalized Learning in Classrooms

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