基于层次结构属性划分的认知诊断多阶段测试

IF 1.4 4区 心理学 Q3 PSYCHOLOGY, APPLIED Journal of Educational Measurement Pub Date : 2022-07-05 DOI:10.1111/jedm.12339
Rae Yeong Kim, Yun Joo Yoo
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引用次数: 1

摘要

在认知诊断模型(CDMs)中,需要一组细粒度的属性来描述复杂问题的解决,并提供有关考生的详细诊断信息。然而,当测试的目的是在大规模的属性图中识别考生的属性概况时,如何保证可靠的估计和控制计算复杂度是一个挑战。为了解决这一问题,本研究提出了一种通过划分层次结构属性的认知诊断多阶段测试(CD-MST-PH)作为CDM的多阶段测试。在CD-MST-PH中,可以在测试发生之前基于单独的属性组构建多个测试let,这保留了多阶段测试相对于完全自适应测试或动态方法的优点。此外,测试块的顺序和自适应提供,从而提高了测试精度和效率。提出了一种项目信息测度来计算项目对每个属性的识别能力,并提出了一种模块组装方法来构建锚定在每个单独属性组上的模块。通过对认知诊断计算机化自适应测试中常用的项目选择指标的修改,提出了CD-MST-PH的若干模块选择指标。仿真研究结果表明,CD-MST-PH相对于传统无自适应阶段的测试,可以提高测试精度和效率。
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Cognitive Diagnostic Multistage Testing by Partitioning Hierarchically Structured Attributes

In cognitive diagnostic models (CDMs), a set of fine-grained attributes is required to characterize complex problem solving and provide detailed diagnostic information about an examinee. However, it is challenging to ensure reliable estimation and control computational complexity when The test aims to identify the examinee's attribute profile in a large-scale map of attributes. To address this problem, this study proposes a cognitive diagnostic multistage testing by partitioning hierarchically structured attributes (CD-MST-PH) as a multistage testing for CDM. In CD-MST-PH, multiple testlets can be constructed based on separate attribute groups before testing occurs, which retains the advantages of multistage testing over fully adaptive testing or the on-the-fly approach. Moreover, testlets are offered sequentially and adaptively, thus improving test accuracy and efficiency. An item information measure is proposed to compute the discrimination power of an item for each attribute, and a module assembly method is presented to construct modules anchored at each separate attribute group. Several module selection indices for CD-MST-PH are also proposed by modifying the item selection indices used in cognitive diagnostic computerized adaptive testing. The results of simulation study show that CD-MST-PH can improve test accuracy and efficiency relative to the conventional test without adaptive stages.

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来源期刊
CiteScore
2.30
自引率
7.70%
发文量
46
期刊介绍: The Journal of Educational Measurement (JEM) publishes original measurement research, provides reviews of measurement publications, and reports on innovative measurement applications. The topics addressed will interest those concerned with the practice of measurement in field settings, as well as be of interest to measurement theorists. In addition to presenting new contributions to measurement theory and practice, JEM also serves as a vehicle for improving educational measurement applications in a variety of settings.
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