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| Think-Aloud Protocol in Education× | Cognitive Diagnostic Modeling× | |
|---|---|---|
| Odbor | Education | Education |
| Rodina≠ | Process / pipeline | Latent structure |
| Rok vzniku≠ | 1993 | 2010 |
| Tvorca≠ | K. Anders Ericsson & Herbert Simon; educational application by Leighton and others | Tatsuoka; DiBello, Roussos & Stout; Junker & Sijtsma; de la Torre |
| Typ≠ | Verbal-report method for eliciting cognitive processes during tasks | Restricted latent class models for diagnosing mastery of discrete skills |
| Pôvodný zdroj≠ | Ericsson, K. A., & Simon, H. A. (1993). Protocol Analysis: Verbal Reports as Data (Revised ed.). MIT Press. ISBN: 9780262550239 | Rupp, A. A., Templin, J., & Henson, R. A. (2010). Diagnostic Measurement: Theory, Methods, and Applications. Guilford Press. ISBN: 9781606235270 |
| Ďalšie názvy≠ | Verbal Protocol Analysis in Education, Cognitive Labs, Talk-Aloud Method, Concurrent Verbal Reporting | CDM, Diagnostic Classification Models, DCM, DINA / G-DINA Models |
| Príbuzné | 4 | 4 |
| Zhrnutie≠ | The think-aloud protocol is a method for making cognition visible by having people verbalize their thoughts while performing a task. In education it is the primary tool for studying response processes — how students actually read, reason about, and answer test items and learning tasks. Grounded in Ericsson and Simon's theory of verbal reports as data, it provides the response-process evidence that modern validity frameworks require, revealing whether items measure the intended thinking, and exposing strategies, misconceptions, and construct-irrelevant difficulties. | 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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