Cognitively Diagnostic Assessment

Dina Model İle Geli̇şti̇ri̇len Bi̇r Testi̇n Psi̇kometri̇k Özelli̇kleri̇ni̇n Beli̇rlenmesi̇

“…Öğrencilerden biri dört işlem becerisinde yetersizken diğeri yeterli olabilir veya bir diğeri tam sayılar konusunda yeterliyken diğeri yetersiz olabilir (Tatsuoka, 1995b Stout, 2007;Embretson, 1991Embretson, , 1997Nichols, Chipman ve Brennan, 1995;Tatsuoka, 1983 (Muthen ve Muthen, 1998Samuelsen ve Dayton, 2010 (Embretson, 1999;Leighton ve Gierl, 2007;National Research Council, 2001;Nichols, 1994;Stout, 2002;Williamson, Mislevy ve Bejar, 2006).…”

2010, odyssée des modèles de classification diagnostique (MCD)

“…Nichols et ses collaborateurs avaient donné le coup d'envoi en 1995 (Nichols, chipman & Brennan, 1995). dans les trois dernières années, trois nouveaux ouvrages consacrés aux modèles de diagnostic cognitif ont vu le jour (leighton & Gierl, 2007 ;rupp, templin & henson, 2010 ;K.…”

Examining Students' Proportional Reasoning Strategy Levels as Evidence of the Impact of an Integrated LEGO Robotics and Mathematics Learning Experience

“…First, we have explicit interests in reliably tracking the progress of a group of learners as they move across relatively large, coherent stages of development in a domain; thus our descriptors of the "ingredients" of a task performance are more coarse and allow more flexibility for "falling off" the map (through the probabilistic relationship between ideal response types and observable patterns of performance) than are typical in some other settings (cf. Nichols, Chipman, & Brennan, 1995). Second, both the discreteness and the coarseness of our approach suggest that simple summaries computable by teachers or administrators in classrooms and schools should be closely related to parameter estimates when the full model is fitted.…”