A Practical Illustration of Multidimensional Diagnostic Skills Profiling: Comparing Results from Confirmatory Factor Analysis and Diagnostic Classification Models

Autor/inn/en	Kunina-Habenicht, Olga; Rupp, Andre A.; Wilhelm, Oliver
Titel	A Practical Illustration of Multidimensional Diagnostic Skills Profiling: Comparing Results from Confirmatory Factor Analysis and Diagnostic Classification Models
Quelle	In: Studies in Educational Evaluation, 35 (2009) 2-3, S.64-70 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0191-491X
DOI	10.1016/j.stueduc.2009.10.003
Schlagwörter	Educational Testing; Diagnostic Tests; Multidimensional Scaling; Factor Analysis; Classification; Profiles; Arithmetic; Inferences; Children; Elementary School Students; Mathematics Tests; Mathematics Skills; Evaluation Methods; Student Evaluation; Educational Assessment; Measurement; Evaluation Research; Psychometrics + Suchen Sie Ihr Suchwort? Diagnostic test; Diagnostischer Test; Mehrdimensionale Analysis; Faktorenanalyse; Classification system; Klassifikation; Klassifikationssystem; Charakterisierung; Profilanalyse; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Inference; Inferenz; Child; Kind; Kinder; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schulnote; Studentische Bewertung; Education; assessment; Bewertungssystem; Messverfahren; Evaluationsforschung; Psychometry; Psychometrie
Abstract	In recent years there has been an increasing international interest in fine-grained diagnostic inferences on multiple skills for formative purposes. A successful provision of such inferences that support meaningful instructional decision-making requires (a) careful diagnostic assessment design coupled with (b) empirical support for the structure of the assessment grounded in multidimensional scaling models. This paper investigates the degree to which multidimensional skills profiles of children can be reliably estimated with confirmatory factor analysis models, which result in continuous skill profiles, and diagnostic classification models, which result in discrete skill profiles. The data come from a newly developed diagnostic assessment of arithmetic skills in elementary school that was specifically designed to tap multiple skills at different levels of definitional grain size. (Contains 1 figure and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10