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| Kognitive diagnostische computergestützte adaptive Testung× | Latente Transitionsanalyse× | |
|---|---|---|
| Fachgebiet | Psychometrie | Psychometrie |
| Familie | Latent structure | Latent structure |
| Entstehungsjahr≠ | 2007 | 2002 |
| Urheber≠ | Xueli Xu, Jean-Paul Fox | Linda M. Collins, Stephanie T. Lanza |
| Typ≠ | Skill-adaptive testing with psychometric diagnostic classification | Markovian transition between latent states |
| 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 ↗ | Collins, L. M., & Lanza, S. T. (2010). Latent Class and Latent Transition Analysis: With Applications in the Social, Behavioral, and Health Sciences. Wiley. ISBN: 9780470228395 |
| Aliasnamen | CD-CAT | LTA |
| Verwandt≠ | 5 | 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. | Latent Transition Analysis (LTA) is a method for studying transitions between latent classes over time, developed by Collins and Lanza (2010). LTA combines latent class analysis (grouping individuals into classes) with Markovian transition models to understand how people move between qualitatively distinct states across time periods. |
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