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| Kognitive diagnostische computergestützte adaptive Testung× | DINA-Modell× | Fuzzy-Set Qualitative Comparative Analysis× | |
|---|---|---|---|
| Fachgebiet | Psychometrie | Psychometrie | Psychometrie |
| Familie | Latent structure | Latent structure | Latent structure |
| Entstehungsjahr≠ | 2007 | 2001 | 2000 |
| Urheber≠ | Xueli Xu, Jean-Paul Fox | Brian Junker, Klaas Sijtsma | Charles Ragin |
| Typ≠ | Skill-adaptive testing with psychometric diagnostic classification | Discrete latent class model | Set-theoretic configurational method |
| Wegweisende Quelle≠ | Choi, K. M., Lee, Y. S., & Park, Y. S. (2015). What CDM can tell about examinees' strengths and weaknesses: Cognitive diagnostic information in TIMSS. Journal of Educational Evaluation for Policy Analysis, 24(1), 79-100. link ↗ | Junker, B. W., & Sijtsma, K. (2001). Cognitive assessment models with few assumptions, and connections with nonparametric item response theory. Applied Psychological Measurement, 25(3), 258-272. DOI ↗ | Ragin, C. C. (2008). Redesigning Social Inquiry: Fuzzy Sets and Beyond. University of Chicago Press. DOI ↗ |
| Aliasnamen≠ | CD-CAT | DINA | fsQCA, FSQCA |
| Verwandt≠ | 5 | 4 | 4 |
| Zusammenfassung≠ | Cognitive Diagnostic Computerized Adaptive Testing (CD-CAT) combines computerized adaptive testing (CAT) with cognitive diagnostic models (CDMs) to efficiently assess students' specific skill profiles. Rather than producing a single overall ability score, CD-CAT adaptively selects items to quickly identify which skills a student has mastered and which need development. | The DINA Model (Deterministic Inputs, Noisy Outputs) is a cognitive diagnostic model developed by Junker and Sijtsma (2001) that classifies examinees into latent skill classes based on their item response patterns. DINA assumes a deterministic relationship between skill mastery and correct responses, with probabilistic error accounting for guessing and slips. | Fuzzy-Set Qualitative Comparative Analysis (fsQCA) is a set-theoretic method developed by Charles Ragin in the early 2000s that combines the configurational logic of qualitative case studies with the mathematical rigor of fuzzy sets. It bridges qualitative and quantitative research by allowing researchers to examine causal complexity through combinations of conditions (configurations) rather than isolated variables. |
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