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Author: Ragip Terzi
Publisher:
ISBN:
Category : Cognition
Languages : en
Pages : 91
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Book Description
Author: Ragip Terzi
Publisher:
ISBN:
Category : Cognition
Languages : en
Pages : 91
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Book Description
Author: Ruchi Jain Sachdeva
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The analysis of the fraction subtraction dataset found 15% of the q-entries had enough evidence to reject the Null hypothesis. This clearly indicates that the test finds misfit in the original expert designed Q-matrix.
Author: Lokman Akbay
Publisher:
ISBN:
Category :
Languages : en
Pages : 115
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Book Description
Many cognitive diagnosis model (CDM) examples assume independent cognitive skills; however, cognitive skills need not be investigated in isolation (Kuhn, 2011; Tatsuoka, 1995). Kuhn (2001) argues that some preliminary knowledge can be the foundation for more sophisticated knowledge or skills. When this type of hierarchical relationships among the attributes are not taken into account, estimation results of the conventional CDMs may be biased or less accurate. Hence, this dissertation investigates the change in the degree of accuracy and precision in the item parameter estimates and correct attribute classification rates of different estimation approaches based on modi cation of either the Q-matrix or prior distribution. Modi fication of the prior distribution and the Q-matrix depend on the assumed hierarchical structure, as such, identifying the correct hierarchical structure is of the essence. To address the subjectivity in the conventional methods for attribute structure identification (i.e., expert opinions via content analysis and verbal data analyses such as interviews and think-aloud protocols), this dissertation proposes a likelihood-ratio test based exhaustive empirical search for identifying hierarchical structures. It further suggests a likelihood-approach for selection of the most accurate hierarchical structure when multiple candidates are present. Furthermore, implementation of the CDMs requires construction of a Q-matrix to indicate the associations between test items and attributes required for successful completion of the items (de la Torre, 2008; Chiu, 2013). Q-matrix construction heavily depends on content expert opinions, as such this subjective process may result in misspecifications in the Q-matrix. Up to date, several parametric and nonparametric Q-matrix validation methods have been proposed to address the misspeci fications that may emerge due to fallible judgments of experts in Q-matrix construction (Chiu, 2013). Yet, although they have been examined under various conditions, none of these methods was tested under hierarchical attribute structures. Therefore, this dissertation further investigates the reciprocal impact of misspeci fied Q-matrix and hierarchical structure on hierarchy identification and Q-matrix validation. The results showed that structured prior distribution led to the most accurate and precise item parameter estimation, and highest correct examinee classification. When an unstructured prior was employed, impact of structured Q-matrix was different for compensatory and noncompensatory CDMs. Furthermore, study results showed that likelihood-based exhaustive search was promising in identification/validation of hierarchical attribute structure. Lastly, results indicated that performance of Q-matrix validation methods might not be as high when they are used as is under hierarchical attribute structures.
Author: Kikumi K. Tatsuoka
Publisher: Routledge
ISBN: 1135681325
Category : Education
Languages : en
Pages : 369
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Book Description
This book introduces a new methodology for the analysis of test results. Free from ambiguous interpretations, the results truly demonstrate an individual’s progress. The methodology is ideal for highlighting patterns derived from test scores used in evaluating progress. Dr. Tatsuoka introduces readers to the Rule Space Method (RSM), a technique that transforms unobservable knowledge and skill variables into observable and measurable attributes. RSM converts item response patterns into attribute mastery probabilities. RSM is the only up-to-date methodology that can handle large scale assessment for tests such as the SAT and PSAT. PSAT used the results from this methodology to create cognitively diagnostic scoring reports. In this capacity, RSM helps teachers understand what scores mean by helping them ascertain an individual’s cognitive strengths and weaknesses. For example, two students may have the exact same score, but for different reasons. One student might excel at processing grammatically complex texts but miss the main idea of the prose, while another excels at understanding the global message. Such knowledge helps teachers customize a student’s education to his or her cognitive abilities. RSM is also used for medical diagnoses, genetics research, and to help classify music into various states of emotions for treating mental problems. The book opens with an overview of cognitive assessment research and nonparametric and parametric person-fit statistics. The Q-matrix theory is then introduced followed by the Rule Space method. Various properties of attribute mastery probabilities are then introduced along with the reliability theory of attributes and its connection to classical and item response theory. The book concludes with a discussion of how the construct validity of a test can be clarified with the Rule Space method. Intended for researchers and graduate students in quantitative, educational, and cognitive psychology, this book also appeals to those in computer science, neuroscience, medicine, and mathematics. The book is appropriate for advanced courses on cognometrics, latent class structures, and advanced psychometrics as well as statistical pattern recognition and classification courses taught in statistics and/or math departments.
Author: F. Gregory Ashby
Publisher: Cambridge University Press
ISBN: 1108905099
Category : Psychology
Languages : en
Pages : 575
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Book Description
The field of mathematical psychology began in the 1950s and includes both psychological theorizing, in which mathematics plays a key role, and applied mathematics motivated by substantive problems in psychology. Central to its success was the publication of the first Handbook of Mathematical Psychology in the 1960s. The psychological sciences have since expanded to include new areas of research, and significant advances have been made both in traditional psychological domains and in the applications of the computational sciences to psychology. Upholding the rigor of the original Handbook, the New Handbook of Mathematical Psychology reflects the current state of the field by exploring the mathematical and computational foundations of new developments over the last half-century. The third volume provides up-to-date, foundational chapters on early vision, psychophysics and scaling, multisensory integration, learning and memory, cognitive control, approximate Bayesian computation, and encoding models in neuroimaging.
Author: Kadriye Ercikan
Publisher: Taylor & Francis
ISBN: 1317483340
Category : Education
Languages : en
Pages : 165
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Book Description
Despite developments in research and practice on using examinee response process data in assessment design, the use of such data in test validation is rare. Validation of Score Meaning in the Next Generation of Assessments Using Response Processes highlights the importance of validity evidence based on response processes and provides guidance to measurement researchers and practitioners in creating and using such evidence as a regular part of the assessment validation process. Response processes refer to approaches and behaviors of examinees when they interpret assessment situations and formulate and generate solutions as revealed through verbalizations, eye movements, response times, or computer clicks. Such response process data can provide information about the extent to which items and tasks engage examinees in the intended ways. With contributions from the top researchers in the field of assessment, this volume includes chapters that focus on methodological issues and on applications across multiple contexts of assessment interpretation and use. In Part I of this book, contributors discuss the framing of validity as an evidence-based argument for the interpretation of the meaning of test scores, the specifics of different methods of response process data collection and analysis, and the use of response process data relative to issues of validation as highlighted in the joint standards on testing. In Part II, chapter authors offer examples that illustrate the use of response process data in assessment validation. These cases are provided specifically to address issues related to the analysis and interpretation of performance on assessments of complex cognition, assessments designed to inform classroom learning and instruction, and assessments intended for students with varying cultural and linguistic backgrounds. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Author: Jack P.C. Kleijnen
Publisher: Springer Science & Business Media
ISBN: 0387718133
Category : Mathematics
Languages : en
Pages : 229
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Book Description
Simulation is a widely used methodology in all Applied Science disciplines. This textbook focuses on this crucial phase in the overall process of applying simulation, and includes the best of both classic and modern methods of simulation experimentation. This book will be the standard reference book on the topic for both researchers and sophisticated practitioners, and it will be used as a textbook in courses or seminars focusing on this topic.
Author: Nathan Daniel Minchen
Publisher:
ISBN:
Category :
Languages : en
Pages : 120
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Book Description
At present, many cognitive diagnosis models (CDMs) have been developed for dichotomous response, several of which have been extended to handle polytomous response. CDMs to handle continuous response, however, have not been extensively explored beyond the recently proposed continuous deterministic inputs, noisy ``and" gate (C-DINA) model and its generalized version. The studies that comprise this dissertation aim to extend model development in the context of continuous response and to address several key issues that arise from its use in CDM. In the first study, a hierarchical framework is employed for using response time to improve examinee ability estimation and classification accuracy. Under this framework, response time and response accuracy are construed as arising from separate continuous, possibly correlated, unidimensional latent variables. A higher-order attribute specification is used to link the general ability to the probability of mastering certain attributes. Results show that both examinee classifications and higher-order ability estimation can be improved by using response time. A real data example is included to demonstrate the viability of the method. In the second study, a new item selection algorithm is presented for computerized adaptive testing applications that use continuous response CDMs. The algorithm uses the Jensen-Shannon divergence, which quantifies the total degree of dissimilarity in a set of two or more probability distributions, as an item selection algorithm. Results demonstrate that the method typically outperforms random item administration with respect to both classification accuracy and test efficiency. A real data example shows that an existing test could be shortened considerably while still producing a high level of classification agreement with the original. In the final study, a new Q-matrix validation procedure is proposed for continuous response CDMs. The method presented is designed to work with a generalized continuous response model, and is based on a weighted least squares regression. The simulation study shows that the method performs increasingly well as item quality increases. The method was also applied to an existing dataset, with results confirming most of the entries in the existing Q-matrix.
Author: Jacqueline Leighton
Publisher: Cambridge University Press
ISBN: 1139464280
Category : Psychology
Languages : en
Pages : 353
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Book Description
With the current push toward educational reform, there is great potential for innovation and change, particularly in large scale testing. One area where change is possible is in cognitive diagnostic assessment. Researchers in educational measurement and cognitive psychology are finally in a position to design tests targeted specifically for providing valuable information about students' cognitive strengths and weaknesses. This self-contained volume organizes what is known about cognitive diagnostic assessment in education, including its conceptual and philosophical basis, methods, and applications. The complete list of topics includes educational demand, philosophical rationale, construct validity, cognitive methods, test construction, statistical models, and unresolved issues (e.g., how to best translate diagnostic information into teaching practices). Leighton and Gierl present a comprehensive and up-to-date examination of cognitive diagnostic assessment in education.
Author: Paul De Bièvre
Publisher: Springer Science & Business Media
ISBN: 3540270345
Category : Science
Languages : en
Pages : 176
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Book Description
The validation of analytical methods is based on the characterisation of a measurement procedure (selectivity, sensitivity, repeatability, reproducibility). This volume collects 31 outstanding papers on the topic, mostly published in the period 2000-2003 in the journal "Accreditation and Quality Assurance." They provide the latest understanding, and possibly the rationale why it is important to integrate the concept of validation into the standard procedures of every analytical laboratory. In addition, this anthology considers the benefits to both: the analytical laboratory and the user of the measurement results.
