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Direct linkDombrowski, Stefan C.; McGill, Ryan J.; Canivez, Gary L. – School Psychology Quarterly, 2018
The Woodcock-Johnson (fourth edition; WJ IV; Schrank, McGrew, & Mather, 2014a) was recently redeveloped and retains its linkage to Cattell-Horn-Carroll theory (CHC). Independent reviews (e.g., Canivez, 2017) and investigations (Dombrowski, McGill, & Canivez, 2017) of the structure of the WJ IV full test battery and WJ IV Cognitive have…
Descriptors: Factor Analysis, Achievement Tests, Cognitive Tests, Cognitive Ability
Dombrowski, Stefan C. – Journal of Psychoeducational Assessment, 2014
The Woodcock-Johnson-III cognitive in the adult time period (age 20 to 90 plus) was analyzed using exploratory bifactor analysis via the Schmid-Leiman orthogonalization procedure. The results of this study suggested possible overfactoring, a different factor structure from that posited in the Technical Manual and a lack of invariance across both…
Descriptors: Cognitive Tests, Adults, Factor Analysis, Factor Structure
Chiu, Chia-Yi – Applied Psychological Measurement, 2013
Most methods for fitting cognitive diagnosis models to educational test data and assigning examinees to proficiency classes require the Q-matrix that associates each item in a test with the cognitive skills (attributes) needed to answer it correctly. In most cases, the Q-matrix is not known but is constructed from the (fallible) judgments of…
Descriptors: Cognitive Tests, Diagnostic Tests, Models, Statistical Analysis
Sun, Jianan; Xin, Tao; Zhang, Shumei; de la Torre, Jimmy – Applied Psychological Measurement, 2013
This article proposes a generalized distance discriminating method for test with polytomous response (GDD-P). The new method is the polytomous extension of an item response theory (IRT)-based cognitive diagnostic method, which can identify examinees' ideal response patterns (IRPs) based on a generalized distance index. The similarities between…
Descriptors: Item Response Theory, Cognitive Tests, Diagnostic Tests, Matrices
Wang, Chun – Educational and Psychological Measurement, 2013
Cognitive diagnostic computerized adaptive testing (CD-CAT) purports to combine the strengths of both CAT and cognitive diagnosis. Cognitive diagnosis models aim at classifying examinees into the correct mastery profile group so as to pinpoint the strengths and weakness of each examinee whereas CAT algorithms choose items to determine those…
Descriptors: Computer Assisted Testing, Adaptive Testing, Cognitive Tests, Diagnostic Tests
DeCarlo, Lawrence T. – Applied Psychological Measurement, 2011
Cognitive diagnostic models (CDMs) attempt to uncover latent skills or attributes that examinees must possess in order to answer test items correctly. The DINA (deterministic input, noisy "and") model is a popular CDM that has been widely used. It is shown here that a logistic version of the model can easily be fit with standard software for…
Descriptors: Bayesian Statistics, Computation, Cognitive Tests, Diagnostic Tests
de la Torre, Jimmy – Journal of Educational Measurement, 2008
Most model fit analyses in cognitive diagnosis assume that a Q matrix is correct after it has been constructed, without verifying its appropriateness. Consequently, any model misfit attributable to the Q matrix cannot be addressed and remedied. To address this concern, this paper proposes an empirically based method of validating a Q matrix used…
Descriptors: Matrices, Validity, Models, Evaluation Methods
