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Cognitive diagnosis models for baseline testing of educational standards in math

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  • J. Groß
  • A. Robitzsch
  • A.C. George

Abstract

Cognitive diagnosis models received growing attention in recent psychometric literature in view of the potentiality for fine-grained analysis of examinees’ latent skills. Although different types and aspects of these models have been investigated in some detail, application to real-life data had so far been sparse. This paper aims at addressing different topics with respect to model building from a practitioner's perspective. The objective is to draw conclusions about examinees’ performance on the Austrian baseline testing of educational standards in math 2009. Although there is a variety of models at hand, the focus is set on the easy to interpret deterministic input, noisy ‘and’ gate model. A possible course of action with respect to model fit is outlined in detail and some conclusions with respect to test results are discussed.

Suggested Citation

  • J. Groß & A. Robitzsch & A.C. George, 2016. "Cognitive diagnosis models for baseline testing of educational standards in math," Journal of Applied Statistics, Taylor & Francis Journals, vol. 43(1), pages 229-243, January.
    • Handle: RePEc:taf:japsta:v:43:y:2016:i:1:p:229-243
    DOI: 10.1080/02664763.2014.1000841
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