The <i>R</i> Package <b>CDM</b> for Cognitive Diagnosis Models

George, Ann Cathrice; Robitzsch, Alexander; Kiefer, Thomas; Groß, Jürgen; Ünlü, Ali

doi:10.18637/jss.v074.i02

Cited by 115 publications

(88 citation statements)

References 27 publications

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“…The DINA model was estimated and evaluated with the R (R Core Team 2015) package CDM (George et al 2016). As suggested by de la Torre and Minchen (2014) most criteria that have been shown useful in the (traditional) IRT context can be adapted to CDMs.…”

Section: Analysis Methodsmentioning

confidence: 99%

Developing and validating a technology-based diagnostic assessment using the evidence-centered game design approach: an example of intrapreneurship competence

Bley¹

2017

Empirical Res Voc Ed Train

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Background: Educational experts commonly agree that tailor-made guidance is the most efficient way to foster the learning and developmental process of learners. Diagnostic assessments using cognitive diagnostic models (CDMs) have the potential to provide individual profiles of learners' strengths and weaknesses on a fine-grained level that can enable educators to assess the current position of learners. However, to obtain this necessary information a strong connection has to be made between cognition (the intended competence), observation (the observed learners' responses while solving the tasks), and interpretation (the inferences made based on the observed responses of learners' underlying competencies). To secure this stringent evidencebased reasoning, a principled framework for designing a technology-based diagnostic assessment is required-such as the evidence-centred game design (ECgD). Aim:With regard to a diagnostic assessment, three aspects are of particular importance according to the ECgD approach: (I) the selection of a measurable set of competence facets (so-called skills) and their grain-size, (II) the constructed pool of skill-based tasks, and (III) the clear and valid specified task to skill assignments expressed within the so-called Q matrix. The Q matrix represents the a priori assumption for running the statistical CDM-procedure for identifying learners' individual competence/skill profiles. These three prerequisites are not simply set by researchers' definition nor by experts' common sense. Rather, they require their own separate empirical studies. Hence, the focus of this paper is to evaluate the appropriateness and coherence of these three aspects (I: skill, II: tasks, and III: Q matrix). This study is a spin-off project based on the results of the governmental ASCOT research initiative on visualizing apprentices' workrelated competencies for a large-scale assessment-in particular, the intrapreneurship competence of industrial clerks. With the development of a CDM I go beyond the IRT-scaling offering the prerequisites for identifying individuals' skill profiles as a point of departure for an informative individual feedback and guidance to enhance students' learning processes.Methods: Therefore, I shall use a triangulated approach to generate three empirically based Q matrix models from different sources (experts and target-group respondents), inquiry methods (expert ratings and think-aloud studies), and methods of analyses (frequency counts and a solver-non-solver comparison). Consequently, the four single Train (2017) Train (2017) 9:6 Q matrix models (researchers' Q matrix generated within the task construction process and the three empirically based Q matrix models) were additionally matched by different degrees of overlap for balancing the strengths and weaknesses of each source and method. By matching the patterns of the four single Q matrix models, the appropriateness of the set of intrapreneurship skills (I) and the pool of intrapreneurship tasks (II) were investigated. ...

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Section: Analysis Methodsmentioning

confidence: 99%

Developing and validating a technology-based diagnostic assessment using the evidence-centered game design approach: an example of intrapreneurship competence

Bley¹

2017

Empirical Res Voc Ed Train

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“…In terms of item fit, a mean root mean square error of approximation (RMSEA) value (Kunina‐Habenicht, Rupp, & Wilhelm, ) of .046 indicates a good fit of the tasks, whereas the mean item discrimination of .398 suggests there is room for improvement. In terms of item discrimination, a task with a discrimination value close to or greater than 1 would indicate a good separation between students with low and high abilities (George, Robitzsch, Kiefer, Groß, & Ünlü, ).…”

Section: Resultsmentioning

confidence: 99%

Characterizing and Diagnosing Complex Professional Competencies—An Example of Intrapreneurship

George¹,

Bley

Pellegrino

2019

Educational Measurement

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We describe an approach to characterizing and diagnosing complex professional competencies (CPCs) for the field of Intrapreneurship, i.e. activities of an entrepreneurial nature engaged by employees within their existing organizations. Our approach draws upon prior conceptual, empirical, and analytical efforts by researchers in Germany. Results are presented from an application of a cognitive diagnostic modeling approach to the performance of late stage apprentices on tasks derived from a previously developed competence model of Intrapreneurship. The results are discussed in terms of the type of cognitive diagnosis model (CDM) most appropriate for the domain and task battery, and patterns of performance are presented for seven diagnosable Intrapreneurship skills. By interpreting the assessment task response data in terms of a CDM, diagnostic, skill‐based information is obtained which verifies the strengths and weaknesses of the apprentices at a late stage in their training and has the potential to provide feedback to training programs triggering the improvement of individual apprentice learning and subsequent work‐related performance.

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“…Para la comparación de modelos y evaluar la bondad de ajuste se utilizó el entorno de programación R (R Core Team, 2017), en concreto los paquetes Cognitive Diagnosis Modeling, CDM (George, Robitzsch, Kiefer, Groß, & Ünlü, 2016) y G-DINA: The generalized DINA model framework (Ma & de la Torre, 2018).…”

Section: Comparación De Los Modelosunclassified

“…No ocurre con todos los ítems y se aprecian incluso valores negativos. En este último caso, el ítem viola la condición de monotonicidad < 1 − , que asegura que la probabilidad de responder correctamente un ítem, cuando se dominan todos los atributos cognitivos y sin que haya distracción, es mayor que la probabilidad de responder correctamente mediante conjetura aun cuando se carezca de dominio sobre al menos uno de los atributos requeridos (George, Robitzsch, Kiefer, Groß, & Ünlü, 2016). Los ítems con valores negativos deben ser eliminados Tabla 2.…”

Section: Habilidades Lingüísticasunclassified

Evaluación de la Comprensión Lectora mediante un Modelo de Diagnóstico Cognitivo

Serrano¹,

Alvarado²

2019

REV IBEROAM DIAGN EV

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ResumenLos Modelos de Diagnóstico Cognitivo (CDM) son modelos confirmatorios de variable latente discreta especialmente indicados para la evaluación de constructos multidimensionales como la comprensión lectora. En el presente trabajo se muestran los pasos para diseñar una evaluación basada en los CDM. En el estudio participaron 434 estudiantes de edades comprendidas entre los 9 y 10 años a los que se aplicaron un conjunto de ítems de comprensión lectora. Una vez determinadas las habilidades que subyacen a los ítems por un panel de expertos, se comparó entre distintos modelos CDM (DINA, DINO, RRUM y G-DINA), mostrando G-DINA un buen ajuste, lo que hizo posible hacer una descripción de los estudiantes en función de sus habilidades en las distintas dimensiones de comprensión lectora y contribuir al conocimiento que se tiene de los atributos a la base de la comprensión. AbstractCognitive Diagnostic Models (CDM) are discrete latent variable models of confirmatory nature, devised for the evaluation of multidimensional constructs such as reading comprehension. In the present work the steps to design an evaluation of the CDM are shown. The study involved 434 students between the ages of 9 and 10 years old who were given a set of reading comprehension items. A panel of experts identified the skills underlie to the different items. After the identification of the set of skills, it was built a matrix of items by skills, called Q-matrix. Upon base on Q-matrix, it was studied the fit between different CDM models (DINO, DINA, RRUM and G-DINA) obtaining a good fit to the G-DINA model. This result allowed to make a description of the students according to their abilities in the different dimensions of reading comprehension and to contribute to the knowledge of the skills underlie to comprehension.

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The R Package CDM for Cognitive Diagnosis Models

Cited by 115 publications

References 27 publications

Developing and validating a technology-based diagnostic assessment using the evidence-centered game design approach: an example of intrapreneurship competence

Developing and validating a technology-based diagnostic assessment using the evidence-centered game design approach: an example of intrapreneurship competence

Characterizing and Diagnosing Complex Professional Competencies—An Example of Intrapreneurship

Evaluación de la Comprensión Lectora mediante un Modelo de Diagnóstico Cognitivo

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