PARTIAL-MASTERY COGNITIVE DIAGNOSIS MODELS

• 成果类型: Article
• 署名作者: Shang, Zhuoran; Erosheva, Elena A.; Xu, Gongjun
• 署名单位: University of Minnesota System; University of Minnesota Twin Cities; University of Washington; University of Washington Seattle; University of Washington; University of Washington Seattle; University of Michigan System; University of Michigan
• 刊物名称: ANNALS OF APPLIED STATISTICS
• ISSN/ISSBN: 1932-6157
• DOI: 10.1214/21-AOAS1439
• 发表日期: 2021
• 页码: 1529-1555
• 关键词: q-matrix; dina model; parameter-estimation; bayesian-estimation; latent structures; CLASSIFICATION; Identifiability; membership; FAMILY

摘要

Cognitive diagnosis models (CDMs) are a family of discrete latent attribute models that serve as statistical basis in educational and psychological cognitive diagnosis assessments. CDMs aim to achieve fine-grained inference on individuals' latent attributes, based on their observed responses to a set of designed diagnostic items. In the literature CDMs usually assume that items require mastery of specific latent attributes and that each attribute is either fully mastered or not mastered by a given subject. We propose a new class of models, partial mastery CDMs (PM-CDMs), that generalizes CDMs by allowing for partial mastery levels for each attribute of interest. We demonstrate that PM-CDMs can be represented as restricted latent class models. Relying on the latent class representation, we propose a Bayesian approach for estimation. We present simulation studies to demonstrate parameter recovery, to investigate the impact of model misspecification with respect to partial mastery and to develop diagnostic tools that could be used by practitioners to decide between CDMs and PM-CDMs. We use two examples of real test data-the fraction subtraction and the English tests-to demonstrate that employing PM-CDMs not only improves model fit, compared to CDMs, but also can make substantial difference in conclusions about attribute mastery. We conclude that PM-CDMs can lead to more effective remediation programs by providing detailed individual-level information about skills learned and skills that need to study.