Hurdles and solutions for cognitive diagnosis

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Lim, Youn Seon

Contributors dc:contributor

• Drasgow, Fritz
• Rounds, James
• Shriner, James
• Wang, Michelle Yongmei

• Cognitive diagnosis modeling
• Nonparametric modeling
• Joint maximum likelihood estimation
• Model fit test

Statement dc:rights

• Copyright 2015 Youn Seon Lim

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/88280

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/88280