{"title":"认知诊断评估与认知诊断模型框架","authors":"Jimmy de la Torre , Nathan Minchen","doi":"10.1016/j.pse.2014.11.001","DOIUrl":null,"url":null,"abstract":"<div><p>This paper aims to identify the utility of and the need for cognitively diagnostic assessments (CDAs) in conjunction with cognitive diagnosis models (CDMs), and to outline various considerations involved in their development and use. We begin by contrasting the CDA/CDM framework against existing assessment frameworks, which are typically based on item response theory or classical test theory, and show that CDAs used in the CDM context can provide valuable diagnostic information that could enhance classroom instruction and learning. We then detail how the components of a CDA fit into the assessment triangle framework, as well as the evidence-centered design framework. Attribute identification and item development in the context of CDA are discussed, and examples from relevant research are provided. Details of CDMs, which are the statistical models that underpin the practical implementations of CDAs, are also discussed.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2014.11.001","citationCount":"95","resultStr":"{\"title\":\"Cognitively Diagnostic Assessments and the Cognitive Diagnosis Model Framework\",\"authors\":\"Jimmy de la Torre , Nathan Minchen\",\"doi\":\"10.1016/j.pse.2014.11.001\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>This paper aims to identify the utility of and the need for cognitively diagnostic assessments (CDAs) in conjunction with cognitive diagnosis models (CDMs), and to outline various considerations involved in their development and use. We begin by contrasting the CDA/CDM framework against existing assessment frameworks, which are typically based on item response theory or classical test theory, and show that CDAs used in the CDM context can provide valuable diagnostic information that could enhance classroom instruction and learning. We then detail how the components of a CDA fit into the assessment triangle framework, as well as the evidence-centered design framework. Attribute identification and item development in the context of CDA are discussed, and examples from relevant research are provided. Details of CDMs, which are the statistical models that underpin the practical implementations of CDAs, are also discussed.</p></div>\",\"PeriodicalId\":45361,\"journal\":{\"name\":\"Psicologia Educativa\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2014-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1016/j.pse.2014.11.001\",\"citationCount\":\"95\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psicologia Educativa\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1135755X14000116\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psicologia Educativa","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1135755X14000116","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Cognitively Diagnostic Assessments and the Cognitive Diagnosis Model Framework
This paper aims to identify the utility of and the need for cognitively diagnostic assessments (CDAs) in conjunction with cognitive diagnosis models (CDMs), and to outline various considerations involved in their development and use. We begin by contrasting the CDA/CDM framework against existing assessment frameworks, which are typically based on item response theory or classical test theory, and show that CDAs used in the CDM context can provide valuable diagnostic information that could enhance classroom instruction and learning. We then detail how the components of a CDA fit into the assessment triangle framework, as well as the evidence-centered design framework. Attribute identification and item development in the context of CDA are discussed, and examples from relevant research are provided. Details of CDMs, which are the statistical models that underpin the practical implementations of CDAs, are also discussed.
期刊介绍:
La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.