Módszerek összehasonlítása

	Szabálytér Módszertan	DINA Modell	DINO Modell
Tudományterület	Pszichometria	Pszichometria	Pszichometria
Módszercsalád	Latent structure	Latent structure	Latent structure
Keletkezés éve	1983	2001	2006
Megalkotó	Kikumi K. Tatsuoka	Brian Junker, Klaas Sijtsma	James Templin, Russell Henson
Típus	IRT-based diagnostic classification	Discrete latent class model	Disjunctive latent class model
Alapmű	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 Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign.	Junker, B. W., & Sijtsma, K. (2001). Cognitive assessment models with few assumptions, and connections with nonparametric item response theory. Applied Psychological Measurement, 25(3), 258-272.	Templin, J., & Henson, R. A. (2006). Measurement of psychological disorders using cognitive diagnosis models. Psychological Methods, 11(3), 287-305.
Alternatív nevek	RSM	DINA	DINO
Kapcsolódó	5	4	4
Összefoglaló	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.	The DINA Model (Deterministic Inputs, Noisy Outputs) is a cognitive diagnostic model developed by Junker and Sijtsma (2001) that classifies examinees into latent skill classes based on their item response patterns. DINA assumes a deterministic relationship between skill mastery and correct responses, with probabilistic error accounting for guessing and slips.	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.