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Hierarchical Item Response Models fo...

Hansen, Mark Patrick.

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Hierarchical Item Response Models for Cognitive Diagnosis.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Hierarchical Item Response Models for Cognitive Diagnosis./
Author:	Hansen, Mark Patrick.
Description:	190 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3567806
ISBN:	9781303203756

Hierarchical Item Response Models for Cognitive Diagnosis.
Hansen, Mark Patrick.

Hierarchical Item Response Models for Cognitive Diagnosis. - 190 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--University of California, Los Angeles, 2013.

Cognitive diagnosis models (see, e.g., Rupp, Templin, & Henson, 2010) have received increasing attention within educational and psychological measurement. The popularity of these models may be largely due to their perceived ability to provide useful information concerning both examinees (classifying them according to their attribute profiles) and test items (describing the particular attributes that are relevant to or required in order to achieve a certain response). However, the validity of such information may be undermined when diagnostic models are misspecified.

ISBN: 9781303203756Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Hierarchical Item Response Models for Cognitive Diagnosis.
LDR:02933nam a2200325 4500 001 1962363
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020 $a 9781303203756
035 $a (MiAaPQ)AAI3567806
035 $a AAI3567806
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hansen, Mark Patrick. $3 2098428
245 1 0 $a Hierarchical Item Response Models for Cognitive Diagnosis.
300 $a 190 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Li Cai.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2013.
520 $a Cognitive diagnosis models (see, e.g., Rupp, Templin, & Henson, 2010) have received increasing attention within educational and psychological measurement. The popularity of these models may be largely due to their perceived ability to provide useful information concerning both examinees (classifying them according to their attribute profiles) and test items (describing the particular attributes that are relevant to or required in order to achieve a certain response). However, the validity of such information may be undermined when diagnostic models are misspecified.
520 $a This research focuses on one aspect of model misspecification: violations of the local item independence assumption. Potential causes of dependence are examined, with a particular focus on those causes unrelated to the attributes a diagnostic test is intended to measure. Ignoring such dependencies, as is the standard practice in fitting traditional diagnostic models, may lead to biased estimates of model parameters and misclassification of examinees.
520 $a An alternative to traditional diagnostic models is presented, in which random effects are included in order to account for these nuisance dependencies. This approach is already well-established in item factor analysis, serving as the basis for the testlet response model (Wainer, Bradlow, & Wang, 2007), random intercept item factor model (Maydeu-Olivares & Coffman, 2006), item bifactor model (Cai, Yang, & Hansen, 2011), and two-tier item factor model (Cai, 2010), among others.
520 $a The resulting hierarchical diagnostic item response model maintains the desirable properties of traditional diagnostic models (e.g., the classification of examinees with respect to fine-grained cognitive attributes), while allowing for greater complexity in the underlying response process. Importantly, the model may be estimated efficiently---even for models with a large number of nuisance variables---using an analytical dimension reduction technique described by Gibbons and Hedeker (1992).
590 $a School code: 0031.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Psychology, Psychometrics. $3 1017742
690 $a 0525
690 $a 0288
690 $a 0632
710 2 $a University of California, Los Angeles. $b Education 0249. $3 2036364
773 0 $t Dissertation Abstracts International $g 74-11A(E).
790 $a 0031
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3567806