Comparar métodos
Revisa los métodos seleccionados uno junto a otro; las filas que difieren aparecen resaltadas.
| Modelo DINO× | Diagnóstico Cognitivo Adaptativo Computarizado× | |
|---|---|---|
| Campo | Psicometría | Psicometría |
| Familia | Latent structure | Latent structure |
| Año de origen≠ | 2006 | 2007 |
| Autor original≠ | James Templin, Russell Henson | Xueli Xu, Jean-Paul Fox |
| Tipo≠ | Disjunctive latent class model | Skill-adaptive testing with psychometric diagnostic classification |
| Fuente seminal≠ | Templin, J., & Henson, R. A. (2006). Measurement of psychological disorders using cognitive diagnosis models. Psychological Methods, 11(3), 287-305. DOI ↗ | 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 ↗ |
| Alias | DINO | CD-CAT |
| Relacionados≠ | 4 | 5 |
| Resumen≠ | 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. | 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. |
| ScholarGateConjunto de datos ↗ |
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