Cognitive diagnosis models (CDMs) are the assessment tools that provide valuable formative feedback about skill mastery at both the individual and population level. Recent work has explored the performance of CDMs with small sample sizes but has focused solely on the estimates of individual profiles. The current research focuses on obtaining…

Despite the importance of parallelism concept in understanding advanced geometric concepts, past studies have constantly reported poor mastery of this concept. To pinpoint students' current states in the progression of parallelism concept acquisition, this study aimed to profile students' knowledge states and model their learning pathways.…

This study uses a cognitive diagnosis model (CDM) approach to investigate the associations among specific L2 reading subskills. Participants include 1,203 Year-4 English major college students randomly selected from the nationwide test takers of Band 8 of Test for English Majors (TEM8), a large-scale English proficiency test for senior English…

The global shortage of skilled programmers remains a persistent challenge. High dropout rates in introductory programming courses pose a significant obstacle to graduation. Previous studies highlighted learning difficulties in programming students, but their specific weaknesses remained unclear. This gap exists due to the predominant focus on the…

Bayesian knowledge tracing model (BKT) is a typical student knowledge assessment method. It is widely used in intelligent tutoring systems. In the standard BKT model, all knowledge and skills are independent of each other. However, in the process of student learning, they have a very close relation. A student may understand knowledge B better when…

Cognitive diagnosis models (CDMs) typically assume skill attributes with discrete (often binary) levels of skill mastery, making the existence of skill continuity an anticipated form of model misspecification. In this article, misspecification due to skill continuity is argued to be of particular concern for several CDM applications due to the…

Diagnostic classification models (DCMs, also known as cognitive diagnosis models) hold the promise of providing detailed classroom information about the skills a student has or has not mastered. Specifically, DCMs are special cases of constrained latent class models where classes are defined based on mastery/nonmastery of a set of attributes (or…

To measure individual difference in latent attributes more precisely, this study proposed a new cognitive diagnosis model (CDM), which is referred as the probabilistic-inputs, noisy conjunctive (PINC) model, by treating the deterministic binary latent attributes as probabilistic, and directly estimating the probability in the model. Simulation…

Detection of students' ability levels is one of the common aims in educational studies. Cognitive Diagnosis Modeling approach has been used recently for the purpose of ability level detection by defined Q-matrices. To evaluate students' strengths and weaknesses, determine their mastery skills, and design instructions and interventions in learning…

A family of learning models that integrates a cognitive diagnostic model and a higher-order, hidden Markov model in one framework is proposed. This new framework includes covariates to model skill transition in the learning environment. A Bayesian formulation is adopted to estimate parameters from a learning model. The developed methods are…

One critical issue with cognitive diagnostic assessment (CDA) lies in its lack of research evidence that shows how diagnostic feedback from CDA is interpreted and used by young students. This mixed methods research examined how holistic diagnostic feedback (HDF) is processed by young learners with different profiles of reading skills, goal…

Using a sequential mixed-methods design, this study examined the differences between two native language groups--those with an East Asian language background and those with a Romance language background--in regard to reading subskills as represented in the Michigan English Language Assessment Battery (MELAB) reading test, so as to provide…

Employed two strategies used to test prerequisite relationships among intellectual skills to examine the sequence of three types of subtraction tasks. A psychometric validation strategy yielded results similar to instructional validation strategy. Supports the use of the more efficient psychometric approach for validating large numbers of learning…

To determine whether individual differences in student achievement and learning rate are reduced or eliminated by mastery instruction, 166 navy trainees who completed a computer-managed course in basic electricity and electronics were cluster analyzed using 24 measures of cognitive characteristics. Discriminant analyses were computed between two…

Describes changes in cognitive correlates of learning as naval trainees advanced through a computer-managed series of hierarchical instructional modules requiring mastery-learning in electronics. The 24 cognitive characteristic tests measuring cognitive styles, abilities, and attitudes are listed as well as the content of the 11 modules and the…