Defining Characteristics Of Diagnosticclassification Models And The Problem of Retrofitting In Cognitive diagnostic Assessment

摘要

Educational and psychological measurement are undergoing significant development and change as interdisciplinary forces stemming from cognitive science, instructional technology, mathematical statistics, computing science, and educational psychology are shaping both theory and practice. For example, the influence of cognitive psychology on educational measurement, carefully documented almost 20 years ago in Snow and Lohman's (1989) seminal chapter in the 3rd Edition of Educational Measurement, has recently become an important source of ideas leading to innovations in cognitive diagnostic assessment (Leighton & Gierl, 2007a). The influence of cognitive principles on assessment practices is also apparent in the development of diagnostic classification models (DCM) as described by Andre Rupp and Jon Templin in their feature article.