Võrdle meetodeid

	Think-Aloud Protocol in Education	Cognitive Diagnostic Modeling
Valdkond	Education	Education
Perekond	Process / pipeline	Latent structure
Tekkeaasta	1993	2010
Looja	K. Anders Ericsson & Herbert Simon; educational application by Leighton and others	Tatsuoka; DiBello, Roussos & Stout; Junker & Sijtsma; de la Torre
Tüüp	Verbal-report method for eliciting cognitive processes during tasks	Restricted latent class models for diagnosing mastery of discrete skills
Algallikas	Ericsson, K. A., & Simon, H. A. (1993). Protocol Analysis: Verbal Reports as Data (Revised ed.). MIT Press. ISBN: 9780262550239	Rupp, A. A., Templin, J., & Henson, R. A. (2010). Diagnostic Measurement: Theory, Methods, and Applications. Guilford Press. ISBN: 9781606235270
Rööpnimetused	Verbal Protocol Analysis in Education, Cognitive Labs, Talk-Aloud Method, Concurrent Verbal Reporting	CDM, Diagnostic Classification Models, DCM, DINA / G-DINA Models
Seotud	4	4
Kokkuvõte	The think-aloud protocol is a method for making cognition visible by having people verbalize their thoughts while performing a task. In education it is the primary tool for studying response processes — how students actually read, reason about, and answer test items and learning tasks. Grounded in Ericsson and Simon's theory of verbal reports as data, it provides the response-process evidence that modern validity frameworks require, revealing whether items measure the intended thinking, and exposing strategies, misconceptions, and construct-irrelevant difficulties.	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.