Сравнение методов

	Learning Progressions Analysis	Cognitive Diagnostic Modeling
Область	Education	Education
Семейство	Process / pipeline	Latent structure
Год появления	2009	2010
Автор метода	Science and mathematics education research (Corcoran, Mosher, Rogat; Wilson; Clements & Sarama)	Tatsuoka; DiBello, Roussos & Stout; Junker & Sijtsma; de la Torre
Тип	Empirically grounded ordered description of how understanding develops over time	Restricted latent class models for diagnosing mastery of discrete skills
Основополагающий источник	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.	Rupp, A. A., Templin, J., & Henson, R. A. (2010). Diagnostic Measurement: Theory, Methods, and Applications. Guilford Press. ISBN: 9781606235270
Другие названия	Learning Trajectories, Progress Variables, Learning Progression Validation, Construct Maps	CDM, Diagnostic Classification Models, DCM, DINA / G-DINA Models
Связанные	4	4
Сводка	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.