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	Cognitive Diagnostic Modeling	Knowledge Tracing
Field	Education	Education Analytics
Family	Latent structure	Machine learning
Year of origin	2010	1994
Originator	Tatsuoka; DiBello, Roussos & Stout; Junker & Sijtsma; de la Torre	Albert Corbett & John Anderson
Type	Restricted latent class models for diagnosing mastery of discrete skills	Probabilistic student modeling
Seminal source	Rupp, A. A., Templin, J., & Henson, R. A. (2010). Diagnostic Measurement: Theory, Methods, and Applications. Guilford Press. ISBN: 9781606235270	Corbett, A. T., & Anderson, J. R. (1994). Knowledge tracing: Modeling the acquisition of procedural knowledge. User Modeling and User-Adapted Interaction, 4(4), 253–278.
Aliases	CDM, Diagnostic Classification Models, DCM, DINA / G-DINA Models	BKT, Bayesian Knowledge Tracing, Deep Knowledge Tracing, Bilgi İzleme
Related	4	3
Summary	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.	Knowledge Tracing (KT) is a student-modeling technique that estimates, at each moment in time, the probability that a learner has mastered a target knowledge component. Introduced by Corbett and Anderson in 1994, the classical Bayesian Knowledge Tracing (BKT) model treats skill acquisition as a two-state Hidden Markov Model driven by four interpretable parameters: prior knowledge, learning rate, slip, and guess. Deep variants (DKT, DKVMN, AKT) later replaced HMMs with recurrent and transformer architectures.