{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/88280"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/88280","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Hurdles and solutions for cognitive diagnosis","abstract":"Cognitive diagnostic modeling has become an important field of psychometric research. The models are special because they provide examinees with diagnostic information regarding whether or not they have mastered individual skills in certain area. They provide as meaningful sources of information for examinees to understand their learning status and the criteria that will be used to evaluate their performance. Furthermore, in a school context, they enable teachers to know the strengths and weaknesses of their students and thus help them to select and structure teaching materials. Cognitive diagnosis models help administrators support their decision-making concerning learning and teaching objectives and arrangements. Despite their obvious advantages, researchers and practitioners face three fundamental hurdles in the implementation of cognitive diagnosis models. The purpose of this dissertation is to provide the solutions to these problems: the estimation of the Q-Matrix, the estimation of model parameters, and the assessment of model-fit.","abstract_html":"Cognitive diagnostic modeling has become an important field of psychometric research. The models are special because they provide examinees with diagnostic information regarding whether or not they have mastered individual skills in certain area. They provide as meaningful sources of information for examinees to understand their learning status and the criteria that will be used to evaluate their performance. Furthermore, in a school context, they enable teachers to know the strengths and weaknesses of their students and thus help them to select and structure teaching materials. Cognitive diagnosis models help administrators support their decision-making concerning learning and teaching objectives and arrangements. Despite their obvious advantages, researchers and practitioners face three fundamental hurdles in the implementation of cognitive diagnosis models. The purpose of this dissertation is to provide the solutions to these problems: the estimation of the Q-Matrix, the estimation of model parameters, and the assessment of model-fit.","abstract_has_math":false,"creators":["Lim, Youn Seon"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Drasgow, Fritz","Rounds, James","Shriner, James","Wang, Michelle Yongmei"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-29T21:03:14Z","date_published":"2015-09-29T21:03:14Z","updated_at":"2026-07-22T22:26:31Z","subjects":["Cognitive diagnosis modeling","Nonparametric modeling","Joint maximum likelihood estimation","Model fit test"],"languages":["en"],"rights":["Copyright 2015 Youn Seon Lim"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/88280","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Drasgow, Fritz","Rounds, James","Shriner, James","Wang, Michelle Yongmei"]},{"key":"dc:creator","label":"Author","values":["Lim, Youn Seon"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-29T21:03:14Z","2019-08-22T09:15:32Z","2015-08","2022-08-19T05:00:00Z","2015-07-15"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Cognitive diagnosis modeling","Nonparametric modeling","Joint maximum likelihood estimation","Model fit test"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2015 Youn Seon Lim"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/88280"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Cognitive diagnostic modeling has become an important field of psychometric research. The models are special because they provide examinees with diagnostic information regarding whether or not they have mastered individual skills in certain area. They provide as meaningful sources of information for examinees to understand their learning status and the criteria that will be used to evaluate their performance. Furthermore, in a school context, they enable teachers to know the strengths and weaknesses of their students and thus help them to select and structure teaching materials. Cognitive diagnosis models help administrators support their decision-making concerning learning and teaching objectives and arrangements. Despite their obvious advantages, researchers and practitioners face three fundamental hurdles in the implementation of cognitive diagnosis models. 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The models are special because they provide examinees with diagnostic information regarding whether or not they have mastered individual skills in certain area. They provide as meaningful sources of information for examinees to understand their learning status and the criteria that will be used to evaluate their performance. Furthermore, in a school context, they enable teachers to know the strengths and weaknesses of their students and thus help them to select and structure teaching materials. Cognitive diagnosis models help administrators support their decision-making concerning learning and teaching objectives and arrangements. Despite their obvious advantages, researchers and practitioners face three fundamental hurdles in the implementation of cognitive diagnosis models. The purpose of this dissertation is to provide the solutions to these problems: the estimation of the Q-Matrix, the estimation of model parameters, and the assessment of model-fit.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2017-08-01","The student, Youn Seon Lim, accepted the attached license on 2015-07-13 at 11:14.","The student, Youn Seon Lim, submitted this Dissertation for approval on 2015-07-13 at 11:26.","This Dissertation was approved for publication on 2015-07-15 at 07:34.","DSpace SAF Submission Ingestion Package generated from Vireo submission #8420 on 2015-09-29 at 15:06:02","Made available in DSpace on 2015-09-29T21:03:14Z (GMT). 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