A Latent Transition Analysis Model for Assessing Change in Cognitive Skills

Autor/inn/en	Li, Feiming; Cohen, Allan; Bottge, Brian; Templin, Jonathan
Titel	A Latent Transition Analysis Model for Assessing Change in Cognitive Skills
Quelle	In: Educational and Psychological Measurement, 76 (2016) 2, S.181-204 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164415588946
Schlagwörter	Statistical Analysis; Change; Thinking Skills; Measurement; Models; Grade 7; Hypothesis Testing; Mathematics Achievement; Middle School Students; Intervention; Mathematics Instruction; Learning Disabilities; Instructional Effectiveness; Probability; Markov Processes; Monte Carlo Methods + Suchen Sie Ihr Suchwort? Statistische Analyse; Wandel; Denkfähigkeit; Messverfahren; Analogiemodell; School year 07; 7. Schuljahr; Schuljahr 07; Hypothesenprüfung; Hypothesentest; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Learning handicap; Lernbehinderung; Unterrichtserfolg; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Markowscher Prozess; Monte-Carlo-Methode
Abstract	Latent transition analysis (LTA) was initially developed to provide a means of measuring change in dynamic latent variables. In this article, we illustrate the use of a cognitive diagnostic model, the DINA model, as the measurement model in a LTA, thereby demonstrating a means of analyzing change in cognitive skills over time. An example is presented of an instructional treatment on a sample of seventh-grade students in several classrooms in a Midwestern school district. In the example, it is demonstrated how hypotheses could be framed and then tested regarding the form of the change in different groups within the population. Both manifest and latent groups also are defined and used to test additional hypotheses about change specific to particular subpopulations. Results suggest that the use of a DINA measurement model expands the utility of LTA to practical problems in educational measurement research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01