Methoden vergleichen

	SIBTEST	Kognitive diagnostische computergestützte adaptive Testung	DINO-Modell
Fachgebiet	Psychometrie	Psychometrie	Psychometrie
Familie	Latent structure	Latent structure	Latent structure
Entstehungsjahr	1993	2007	2006
Urheber	Richard Shealy, William F. Stout	Xueli Xu, Jean-Paul Fox	James Templin, Russell Henson
Typ	Differential item functioning (DIF) assessment	Skill-adaptive testing with psychometric diagnostic classification	Disjunctive latent class model
Wegweisende Quelle	Shealy, R., & Stout, W. F. (1993). A model-based standardization approach that separates true bias/DIF from group differences and detects test bias/DTF. Psychometrika, 58(2), 159-194.	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.	Templin, J., & Henson, R. A. (2006). Measurement of psychological disorders using cognitive diagnosis models. Psychological Methods, 11(3), 287-305.
Aliasnamen	—	CD-CAT	DINO
Verwandt	5	5	4
Zusammenfassung	SIBTEST (Simultaneous Item Bias Test) is a non-parametric method for detecting differential item functioning (DIF) and differential test functioning (DTF) developed by Shealy and Stout (1993). Unlike parametric approaches, SIBTEST does not assume a particular item response model and directly tests whether groups differ in their probability of correct responses at equal levels of overall ability.	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 DINO Model (Deterministic Inputs, Noisy Outputs—Disjunctive) is a cognitive diagnostic model that relaxes DINA's conjunctive (AND) skill requirement logic. DINO assumes an examinee only needs to master one of multiple possible skill pathways to answer an item correctly, making it suitable for scenarios where skills are substitutable or alternative routes to success exist.