诊断分类模型:最近的发展、实际问题和前景

IF 1 Q2 SOCIAL SCIENCES, INTERDISCIPLINARY
Hamdollah Ravand, Purya Baghaei
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引用次数: 30

摘要

在诊断分类模型(DCM)被引入30多年后,它似乎并没有在教育系统中实现其设计目的。大多数DCM研究要么是模型开发和改进的方法,要么是对现有非诊断测试的改进,在后一种情况下,基本上是模型演示或构造识别。从一开始就很少使用dcm来开发诊断性评估,以确定个人的优势和劣势(在本研究中称为真实应用)。在本文中,我们将介绍dcm及其最新发展,以及如何继续使用dcm开发诊断测试或改造为非诊断评估的指南。最后,我们列举了我们认为dcm尚未在教育系统中全面运作的原因,并提出了一些建议,使其顺利、快速地出现。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Diagnostic Classification Models: Recent Developments, Practical Issues, and Prospects
More than three decades after their introduction, diagnostic classification models (DCM) do not seem to have been implemented in educational systems for the purposes they were devised. Most DCM research is either methodological for model development and refinement or retrofitting to existing nondiagnostic tests and, in the latter case, basically for model demonstration or constructs identification. DCMs have rarely been used to develop diagnostic assessment right from the start with the purpose of identifying individuals’ strengths and weaknesses (referred to as true applications in this study). In this article, we give an introduction to DCMs and their latest developments along with guidelines on how to proceed to employ DCMs to develop a diagnostic test or retrofit to a nondiagnostic assessment. Finally, we enumerate the reasons why we believe DCMs have not become fully operational in educational systems and suggest some advice to make their advent smooth and quick.
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来源期刊
International Journal of Testing
International Journal of Testing SOCIAL SCIENCES, INTERDISCIPLINARY-
CiteScore
3.60
自引率
11.80%
发文量
13
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