Comparar métodos
Examine os métodos selecionados lado a lado; as linhas que diferem ficam destacadas.
| Learning Progressions Analysis× | Cognitive Diagnostic Modeling× | |
|---|---|---|
| Área | Education | Education |
| Família≠ | Process / pipeline | Latent structure |
| Ano de origem≠ | 2009 | 2010 |
| Autor original≠ | Science and mathematics education research (Corcoran, Mosher, Rogat; Wilson; Clements & Sarama) | Tatsuoka; DiBello, Roussos & Stout; Junker & Sijtsma; de la Torre |
| Tipo≠ | Empirically grounded ordered description of how understanding develops over time | Restricted latent class models for diagnosing mastery of discrete skills |
| Fonte seminal≠ | Corcoran, T., Mosher, F. A., & Rogat, A. (2009). Learning Progressions in Science: An Evidence-Based Approach to Reform (CPRE Research Report RR-63). Consortium for Policy Research in Education. link ↗ | Rupp, A. A., Templin, J., & Henson, R. A. (2010). Diagnostic Measurement: Theory, Methods, and Applications. Guilford Press. ISBN: 9781606235270 |
| Outros nomes≠ | Learning Trajectories, Progress Variables, Learning Progression Validation, Construct Maps | CDM, Diagnostic Classification Models, DCM, DINA / G-DINA Models |
| Relacionados | 4 | 4 |
| Resumo≠ | Learning progressions analysis is a methodology for describing and validating the typical paths by which students' understanding of a core concept grows more sophisticated over time. A learning progression hypothesizes an ordered sequence of increasingly advanced ways of thinking — from naive ideas to expert understanding — and then tests that ordering against evidence of how students actually reason. Prominent in science and mathematics education, it links a theory of the domain, the design of assessment tasks, and a measurement model into a coherent description of conceptual development. | 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. |
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