Methoden vergelijken
Bekijk de geselecteerde methoden naast elkaar; rijen die verschillen zijn gemarkeerd.
| Cognitive Diagnostic Computerized Adaptive Testing× | DINA-model× | |
|---|---|---|
| Vakgebied | Psychometrie | Psychometrie |
| Familie | Latent structure | Latent structure |
| Jaar van ontstaan≠ | 2007 | 2001 |
| Grondlegger≠ | Xueli Xu, Jean-Paul Fox | Brian Junker, Klaas Sijtsma |
| Type≠ | Skill-adaptive testing with psychometric diagnostic classification | Discrete latent class model |
| Oorspronkelijke bron≠ | 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 ↗ | 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. DOI ↗ |
| Aliassen | CD-CAT | DINA |
| Verwant≠ | 5 | 4 |
| Samenvatting≠ | 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. | 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. |
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