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Examining cognitive diagnostic modeling in classroom assessment conditions
16 references·0 citing·36 second hop
Examining cognitive diagnostic modeling in classroom assessment conditions (2021)Examining cognitive diagnostic modeling i…Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large‐Scale Assessment (2018)Using Learning and Motivation…The R Package CDM for Cognitive Diagnosis Models (2016)The R Package CDM for Cogniti…How leaders can support teachers with data-driven decision making (2014)How leaders can support teach…Developing Assessments for the Next Generation Science Standards (2014)Developing Assessments for th…Formative Assessment: A Meta-Analysis and a Call for Research (2011)Formative Assessment: A Meta-…On the Analysis of Fraction Subtraction Data: The DINA Model, Classification, Latent Class Sizes, and the Q-Matrix (2010)On the Analysis of Fraction S…Diagnostic measurement: Theory, methods, and applications. (2010)Diagnostic measurement: Theor…Unique Characteristics of Diagnostic Classification Models: A Comprehensive Review of the Current State-of-the-Art (2008)Unique Characteristics of Dia…An Empirically Based Method of Q‐Matrix Validation for the DINA Model: Development and Applications (2008)An Empirically Based Method o…Higher-Order Latent Trait Models for Cognitive Diagnosis (2004)Higher-Order Latent Trait Mod…Understanding and Improving Teachers' Classroom Assessment Decision Making: Implications for Theory and Practice (2003)Understanding and Improving T…Developing Measurement Theory for Classroom Assessment Purposes and Uses (2003)Developing Measurement Theory…Assessment Crisis: The Absence of Assessment for Learning (2002)Assessment Crisis: The Absenc…Cognitive Assessment Models with Few Assumptions, and Connections with Nonparametric Item Response Theory (2001)Cognitive Assessment Models w…Assessment and Classroom Learning (1998)Assessment and Classroom Lear…Review of Educational Measurement. (1952)Review of Educational Measure…Motivational processes affecting learning. (1986)Classrooms: Goals, structures, and student motivation. (1992)The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)Focus on Formative Feedback (2008)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Item response theory for psychologists (2000)Test Theory: A Unified Treatment (2000)Data-Driven Learning of Q-Matrix (2012)Marginal Maximum Likelihood Estimation of Item Parameters: Application of an EM Algorithm (1981)Handbook of Modern Item Response Theory (1997)A general diagnostic model applied to language testing data (2007)Defining a Family of Cognitive Diagnosis Models Using Log-Linear Models with Latent Variables (2008)RULE SPACE: AN APPROACH FOR DEALING WITH MISCONCEPTIONS BASED ON ITEM RESPONSE THEORY (1983)DINA Model and Parameter Estimation: A Didactic (2008)Relative and Absolute Fit Evaluation in Cognitive Diagnosis Modeling (2013)Measuring inconsistency in meta-analyses (2003)The Power of Feedback (2007)Introduction to Meta‐Analysis (2009)Assessment and learning: fields apart? (2017)Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model (2017)A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment (2021)Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards (2014)Chemistry Education Research─From Personal Empiricism to Evidence, Theory, and Informed Practice (2018)Reviewing assessment of student learning in interdisciplinary STEM education (2020)Assessment in Game-Based Learning (2012)A General Method of Empirical Q-matrix Validation (2015)An Overview of Models for Response Times and Processes in Cognitive Tests (2019)Comorbidity: A network perspective (2010)The Generalized DINA Model Framework (2011)Formative Assessment: Assessment Is for Self-regulated Learning (2012)Are badges useful in education?: it depends upon the type of badge and expertise of learner (2013)A Critical Review of Research on Formative Assessments: The Limited Scientific Evidence of the Impact of Formative Assessments in Education (2020)The Handbook of Research on Teaching (1962)Reassessing the reliability and validity of self-report delinquency measures (1986)Hard evidence on soft skills (2012)
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References

  • 1998Assessment and Classroom Learning8,137 cited
  • 2001Cognitive Assessment Models with Few Assumptions, and Connections with Nonparametric Item Response Theory1,010 cited
  • 1952Review of Educational Measurement.903 cited
  • 2002Assessment Crisis: The Absence of Assessment for Learning866 cited
  • 2010Diagnostic measurement: Theory, methods, and applications.688 cited
  • 2004Higher-Order Latent Trait Models for Cognitive Diagnosis626 cited
  • 2011Formative Assessment: A Meta-Analysis and a Call for Research420 cited
  • 2014Developing Assessments for the Next Generation Science Standards352 cited
  • 2008An Empirically Based Method of Q‐Matrix Validation for the DINA Model: Development and Applications298 cited
  • 2008Unique Characteristics of Diagnostic Classification Models: A Comprehensive Review of the Current State-of-the-Art293 cited
  • 2003Developing Measurement Theory for Classroom Assessment Purposes and Uses238 cited
  • 2014How leaders can support teachers with data-driven decision making231 cited
  • 2018Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large‐Scale Assessment219 cited
  • 2003Understanding and Improving Teachers' Classroom Assessment Decision Making: Implications for Theory and Practice214 cited

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  • 2010On the Analysis of Fraction Subtraction Data: The DINA Model, Classification, Latent Class Sizes, and the Q-Matrix209 cited
  • 2016The R Package CDM for Cognitive Diagnosis Models141 cited
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