Relationships between Cognitive Diagnosis, CTT, and IRT Indices: An Empirical Investigation

Autor/inn/en	Lee, Young-Sun; de la Torre, Jimmy; Park, Yoon Soo
Titel	Relationships between Cognitive Diagnosis, CTT, and IRT Indices: An Empirical Investigation
Quelle	In: Asia Pacific Education Review, 13 (2012) 2, S.333-345 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-011-9196-3
Schlagwörter	Cognitive Measurement; Models; Test Theory; Item Response Theory; Mathematics Tests; Test Items + Suchen Sie Ihr Suchwort? Analogiemodell; Testtheorie; Item-Response-Theorie; Test content; Testaufgabe
Abstract	Cognitive diagnosis models (CDMs) continue to generate interest among researchers and practitioners because they can provide diagnostic information relevant to classroom instruction and student learning. However, its modeling component has outpaced its complementary component-test construction. Thus, most applications of cognitive diagnosis modeling involve retrofitting of CDMs to assessments constructed using classical test theory (CTT) or item response theory (IRT). This study explores the relationship between item statistics used in the CTT, IRT, and CDM frameworks using such an assessment, specifically a large-scale mathematics assessment. Furthermore, by highlighting differences between tests with varying levels of diagnosticity using a measure of item discrimination from a CDM approach, this study empirically uncovers some important CTT and IRT item characteristics. These results can be used to formulate practical guidelines in using IRT- or CTT-constructed assessments for cognitive diagnosis purposes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10