Сравнение на методи

	Cognitive Diagnostic Modeling	Formative Assessment
Област	Education	Education
Семейство	Latent structure	Process / pipeline
Година на възникване	2010	1998
Създател	Tatsuoka; DiBello, Roussos & Stout; Junker & Sijtsma; de la Torre	Scriven (term); Bloom; Black & Wiliam (modern synthesis)
Тип	Restricted latent class models for diagnosing mastery of discrete skills	Instructional process using evidence of learning to adapt teaching and feedback
Основополагащ източник	Rupp, A. A., Templin, J., & Henson, R. A. (2010). Diagnostic Measurement: Theory, Methods, and Applications. Guilford Press. ISBN: 9781606235270	Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
Други названия	CDM, Diagnostic Classification Models, DCM, DINA / G-DINA Models	Assessment for Learning, Classroom Formative Assessment, Feedback-Based Assessment, Embedded Formative Assessment
Свързани	4	4
Резюме	Cognitive diagnostic models (CDMs), also called diagnostic classification models, are restricted latent class models that report not a single ability score but a profile of which discrete skills or attributes a student has mastered. Each item is linked to the attributes it requires through a Q-matrix, and the model classifies every examinee into one of the possible binary mastery patterns. CDMs answer 'which specific skills does this student lack' rather than 'how much overall ability does this student have,' making them central to fine-grained diagnostic and formative assessment.	Formative assessment, or assessment for learning, is the practice of gathering evidence of student understanding during instruction and using it immediately to adjust teaching and to give feedback that moves learning forward. Unlike summative assessment, which measures learning after the fact for grading or accountability, formative assessment is woven into the teaching cycle. Synthesized influentially by Black and Wiliam, it is defined not by the type of instrument but by whether the resulting evidence actually changes subsequent instruction and learning.