Cognitive diagnostic model of best choice: a study of reading comprehension.

Autor/inn/en	Ravand, Hamdollah; Robitzsch, Alexander
Titel	Cognitive diagnostic model of best choice: a study of reading comprehension.
Quelle	In: Educational psychology, 38 (2018) 10, S. 1255-1277Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0144-3410; 1469-5820
DOI	10.1080/01443410.2018.1489524
Schlagwörter	Vergleichsuntersuchung; Kognitiver Prozess; Pädagogische Psychologie; Diagnostik; Diagnostischer Test; Testmethodik; Testverfahren; Leseverstehen; Modell
Abstract	The present study compared the performance of six cognitive diagnostic models (CDMs) to explore inter skill relationship in a reading comprehension test. To this end, item responses of about 21,642 test-takers to a high-stakes reading comprehension test were analyzed. The models were compared in terms of model fit at both test and item levels, classification consistency and accuracy, and proportion of skill mastery profiles. The results showed that the G-DINA performed the best and the C-RUM, NC-RUM, and ACDM showed the closest affinity to the G-DINA. In terms of some criteria, the DINA showed comparable performance to the G-DINA. The test-level results were corroborated by the item-level model comparison, where DINA, DINO, and ACDM variously fit some of the items. The results of the study suggested that relationships among the subskills of reading comprehension might be a combination of compensatory and non-compensatory. Therefore, it is suggested that the choice of the CDM be carried out at item level rather than test level. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/1