Krahasoni metodat

	SIBTEST	Testimi Adaptiv i Kompjuterizuar Diagnostikues Kognitiv	Modeli DINA	Analiza e Kushteve të Nevojshme
Fusha	Psikometri	Psikometri	Psikometri	Psikometri
Familja	Latent structure	Latent structure	Latent structure	Latent structure
Viti i origjinës	1993	2007	2001	2016
Krijuesi	Richard Shealy, William F. Stout	Xueli Xu, Jean-Paul Fox	Brian Junker, Klaas Sijtsma	Jan Dul
Lloji	Differential item functioning (DIF) assessment	Skill-adaptive testing with psychometric diagnostic classification	Discrete latent class model	Set-theoretic configurational analysis
Burimi themelues	Shealy, R., & Stout, W. F. (1993). A model-based standardization approach that separates true bias/DIF from group differences and detects test bias/DTF. Psychometrika, 58(2), 159-194.	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.	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.	Dul, J. (2016). Necessary Condition Analysis (NCA): Logic and methodology of "necessary but not sufficient" causality. Organizational Research Methods, 19(1), 10-52.
Emërtime të tjera	—	CD-CAT	DINA	NCA
Të lidhura	5	5	4	5
Përmbledhja	SIBTEST (Simultaneous Item Bias Test) is a non-parametric method for detecting differential item functioning (DIF) and differential test functioning (DTF) developed by Shealy and Stout (1993). Unlike parametric approaches, SIBTEST does not assume a particular item response model and directly tests whether groups differ in their probability of correct responses at equal levels of overall ability.	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.	Necessary Condition Analysis (NCA) is a set-theoretic method developed by Dul (2016) that identifies conditions necessary (but not necessarily sufficient) for an outcome to occur. Unlike regression, which estimates average effects, NCA identifies absolute thresholds: conditions that must be present at a certain level for the outcome to be possible, regardless of other factors.