Defining a Family of Cognitive Diagnosis Models Using Log-Linear Models with Latent Variables

Henson, Robert A.; Templin, Jonathan; Willse, John T.

doi:10.1007/s11336-008-9089-5

Cited by 465 publications

(452 citation statements)

References 18 publications

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“…The GDM has been successfully applied to the TOEFL iBT ® test, PISA, NAEP, and PIRLS data in this as well as in the subsequent decade (M. von Davier 2008a; von Davier 2011, 2014;Xu and von Davier 2008). Other approaches later developed outside of ETS, such as the log-linear cognitive diagnostic model (LCDM; Henson et al 2009), can be directly traced to the GDM (e.g., Rupp et al 2010) and have been shown to be a special case of the GDM (M. von Davier 2014).…”

Section: Psychometric and Statistical Methodsologymentioning

confidence: 99%

Advancing Human Assessment: A Synthesis Over Seven Decades

Bennett

Davier

2017

Methodology of Educational Measurement and Assessment

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This book has documented the history of ETS's contributions to educational research and policy analysis, psychology, and psychometrics. We close the volume with a brief synthesis in which we try to make more general meaning from the diverse directions that characterized almost 70 years of work.Synthesizing the breadth and depth of the topics covered over that time period is not simple. One way to view the work is across time. Many of the book's chapters presented chronologies, allowing the reader to follow the path of a research stream over the years. Less evident from these separate chronologies was the extent to which multiple streams of work not only coexisted but sometimes interacted.From its inception, ETS was rooted in Henry Chauncey's vision of describing individuals through broad assessment of their capabilities, helping them to grow and society to benefit (Elliot 2014). Chauncey's conception of broad assessment of capability required a diverse research agenda.Following that vision, his research managers assembled an enormous range of staff expertise. Only through the assemblage of such expertise could one bring diverse perspectives and frameworks from many fields to a problem, leading to novel solutions.In the following sections, we summarize some of the key research streams evident in different time periods, where each period corresponds to roughly a decade. Whereas the segmentation of these time periods is arbitrary, it does give a general This work was conducted while M. von Davier was employed with Educational Testing Service.

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Section: Psychometric and Statistical Methodsologymentioning

confidence: 99%

Advancing Human Assessment: A Synthesis Over Seven Decades

Bennett

Davier

2017

Methodology of Educational Measurement and Assessment

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“…Se utilizó la prueba estadística Hi-Loglineal (Henson, Templin & Willse, 2009;Kennedy, 1983), que supone una extensión del modelo lineal para variables cualitativas de naturaleza categórica. La técnica consta de tres pasos fundamentales.…”

Section: Análisis De Datosunclassified

Practicando la argumentación en educación secundaria: el efecto del género

Díaz

Fornet²

2015

rie

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<p>Este trabajo pretende estudiar la argumentación en educación secundaria partiendo de consideraciones previas como su escasa presencia en las aulas y su controvertida relación con el género. Para ello, delimitamos y caracterizamos dos dimensiones del discurso argumentativo (forma y contenido) en función del género y variables situacionales: tipo de grupo y tipo de dilema. Aplicando la técnica Hi-Loglineal se analiza una muestra de 2250 enunciados proferidos por 38 adolescentes (chicos y chicas), debatiendo en grupos de discusión sobre conflictos de pandilla y violencia de pareja. Los resultados corroboran el poco uso de argumentos en el alumnado, siendo las chicas quienes significativamente más presentan, un efecto de la relación entre género y argumentación situado por las variables contextuales. Finalmente, se ofrecen algunas orientaciones de cara a la enseñanza.</p>

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“…The latter allow specifying many of the specific CDMs by constraining their parameters and defining their link functions. There are three common generalized CDM frameworks: the generalized-deterministic input noisy-and-gate (G-DINA; de la Torre 2011) model, the generalized diagnostic model (GDM; von Davier 2008) and the log-linear cognitive diagnosis model (LCDM; Henson, Templin, and Willse 2009). …”

Section: Introductionmentioning

confidence: 99%

The R Package CDM for Cognitive Diagnosis Models

George¹,

Robitzsch²,

Kiefer³

et al. 2016

J. Stat. Soft.

114

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This paper introduces the R package CDM for cognitive diagnosis models (CDMs). The package implements parameter estimation procedures for two general CDM frameworks, the generalized-deterministic input noisy-and-gate (G-DINA) and the general diagnostic model (GDM). It contains additional functions for analyzing data under these frameworks, like tools for simulating and plotting data, or for evaluating global model and item fit. The paper describes the theoretical aspects of implemented CDM frameworks and it illustrates the usage of the package with empirical data of the common fraction subtraction test by Tatsuoka (1984).

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Defining a Family of Cognitive Diagnosis Models Using Log-Linear Models with Latent Variables

Abstract: cognitive diagnosis models, log-linear latent class models, latent class models,

Cited by 465 publications

References 18 publications

Advancing Human Assessment: A Synthesis Over Seven Decades

Advancing Human Assessment: A Synthesis Over Seven Decades

Practicando la argumentación en educación secundaria: el efecto del género

The R Package CDM for Cognitive Diagnosis Models

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