An Application of Cognitive Diagnosis Modeling in TIMSS: A Comparison of Intuitive Definitions of Q-Matrices

Autor/in	Evran, Derya
Titel	An Application of Cognitive Diagnosis Modeling in TIMSS: A Comparison of Intuitive Definitions of Q-Matrices
Quelle	In: International Journal of Modern Education Studies, 3 (2019) 1, S.4-17 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Evran, Derya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2618-6209
Schlagwörter	Cognitive Measurement; Models; Foreign Countries; Achievement Tests; Mathematics Achievement; International Assessment; Mathematics Tests; Matrices; Item Response Theory; Problem Solving; Student Evaluation; Mastery Learning; Multiple Choice Tests; Elementary School Students; Grade 4; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Analogiemodell; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Matrizenrechnung; Item-Response-Theorie; Problemlösen; Schulnote; Studentische Bewertung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	Detection of students' ability levels is one of the common aims in educational studies. Cognitive Diagnosis Modeling approach has been used recently for the purpose of ability level detection by defined Q-matrices. To evaluate students' strengths and weaknesses, determine their mastery skills, and design instructions and interventions in learning process, Cognitive Diagnosis Modeling approach can be helpful. Cognitive Diagnosis Modeling is an alternative approach to Item Response Theory, and provides more information using multiple fine-grained skills in problem solving process rather than order students on a latent proficiency continuum This paper aims to use Cognitive Diagnosis Modeling (CDM) in order to investigate the definition of a Q-matrix across the cognitive skills of different years and countries in Trends in International Mathematics and Science Study (TIMSS). There is a subjective way in defining Q-matrices, an intuitive definition of Q-matrices, for this purpose, an application of building Q-matrices under specific Cognitive Diagnosis Models, from a set of expert proposed attributes is examined. The proposed attributes are used to build Q-matrices for TIMSS mathematics questions across its cycles, and across different nations. (As Provided).
Anmerkungen	International Journal of Modern Education Studies. Available from: Mevlut Aydogmus. Necmettin Erbakan University Ahmet Kelesopglu Education Faculty A-319 Meram Konya, 42000, Turkey. e-mail: ijonmes@gmail.com; Web site: https://www.ijonmes.net/index.php/ijonmes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01