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| Tests adaptatifs informatisés diagnostiques cognitifs× | Méthodologie de l'espace des règles× | |
|---|---|---|
| Domaine | Psychométrie | Psychométrie |
| Famille | Latent structure | Latent structure |
| Année d'origine≠ | 2007 | 1983 |
| Auteur d'origine≠ | Xueli Xu, Jean-Paul Fox | Kikumi K. Tatsuoka |
| Type≠ | Skill-adaptive testing with psychometric diagnostic classification | IRT-based diagnostic classification |
| Source fondatrice≠ | 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 ↗ | Hartz, S. M. (2002). A Bayesian framework for the unified treatment of assessing dimensionality, assessing local dependence, and estimating ability for unidimensional and multidimensional item response data. Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign. link ↗ |
| Alias | CD-CAT | RSM |
| Apparentées | 5 | 5 |
| Résumé≠ | 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. | Rule Space Methodology (RSM) is a diagnostic classification approach developed by Tatsuoka (1983) that uses Item Response Theory and geometric methods to classify examinees into knowledge states based on their response patterns. Unlike classical scoring, RSM identifies which specific skills or competencies an examinee possesses or lacks, enabling targeted educational interventions. |
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