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What CDM Can Tell About What Students Have Learned: An Analysis of TIMSS Eighth Grade Mathematics
5 references·1 citing·23 second hop
What CDM Can Tell About What Students Have Learned: An Analysis of TIMSS Eighth Grade Mathematics (2015)What CDM Can Tell About What Students Hav…A Cognitive Diagnostic Modeling of Attribute Mastery in Massachusetts, Minnesota, and the U.S. National Sample Using the TIMSS 2007 (2011)A Cognitive Diagnostic Modeli…DINA Model and Parameter Estimation: A Didactic (2008)DINA Model and Parameter Esti…Cognitive Assessment Models with Few Assumptions, and Connections with Nonparametric Item Response Theory (2001)Cognitive Assessment Models w…A General Latent Trait Model for Response Processes (1984)A General Latent Trait Model …National Council of Teachers of Mathematics (1979)National Council of Teachers …Comparison among cognitive diagnostic models for the TIMSS 2007 fourth grade mathematics assessment (2018)Comparison among cognitive di…Probabilistic Models for Some Intelligence and Attainment Tests (1961)Statistical Theories of Mental Test Scores (1969)The linear logistic test model as an instrument in educational research (1973)Profiling the differences in students' knowledge, interest, and strategic processing. (1998)Cognitive psychology meets psychometric theory: On the relation between process models for decision making and latent variable models for individual differences. (2011)Understanding the State of the Art for Measurement in Chemistry Education Research: Examining the Psychometric Evidence (2013)Handbook of Modern Item Response Theory (1997)Comorbidity: A network perspective (2010)RULE SPACE: AN APPROACH FOR DEALING WITH MISCONCEPTIONS BASED ON ITEM RESPONSE THEORY (1983)The Generalized DINA Model Framework (2011)Combining Item Response Theory and Diagnostic Classification Models: A Psychometric Model for Scaling Ability and Diagnosing Misconceptions (2013)Diagnosing Teachers’ Understandings of Rational Numbers: Building a Multidimensional Test Within the Diagnostic Classification Framework (2013)Partial identifiability of restricted latent class models (2020)Item response theory for psychologists (2000)An Empirically Based Method of Q‐Matrix Validation for the DINA Model: Development and Applications (2008)Unique Characteristics of Diagnostic Classification Models: A Comprehensive Review of the Current State-of-the-Art (2008)On the Analysis of Fraction Subtraction Data: The DINA Model, Classification, Latent Class Sizes, and the Q-Matrix (2010)Some latent trait models and their use in inferring an examinee's ability (1968)Latent Structure Analysis. (1969)A Cognitive Diagnostic Assessment Study of the Listening Test of the Singapore–Cambridge General Certificate of Education O-Level: Application of DINA, DINO, G-DINA, HO-DINA, and RRUM (2018)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)
this work references cited by second hop

References

  • 1979National Council of Teachers of Mathematics8,499 cited
  • 2001Cognitive Assessment Models with Few Assumptions, and Connections with Nonparametric Item Response Theory1,010 cited
  • 2008DINA Model and Parameter Estimation: A Didactic673 cited
  • 1984A General Latent Trait Model for Response Processes236 cited
  • 2011A Cognitive Diagnostic Modeling of Attribute Mastery in Massachusetts, Minnesota, and the U.S. National Sample Using the TIMSS 2007107 cited

Cited by

  • 2018Comparison among cognitive diagnostic models for the TIMSS 2007 fourth grade mathematics assessment42 cited

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