Topic
Attribute hierarchy method
About: Attribute hierarchy method is a research topic. Over the lifetime, 42 publications have been published within this topic receiving 1539 citations.
Papers
6 Dec 2012
TL;DR: In this article, the authors present a Bayesian approach to Cognitive Assessment using Latent Trait Models and its relationship with DiBello and Stout's Unified Cognitive-Psychometric Diagnosis Model.
Abstract: Contents: Preface. S.F. Chipman, P.D. Nichols, R.L. Brennan, Introduction. A.T. Corbett, J.R. Anderson, A.T. O'Brien, Student Modeling in the ACT Programming Tutor. R.J. Mislevy, Probability-Based Inference in Cognitive Diagnosis. D.H. Gitomer, L.S. Steinberg, R.J. Mislevy, Diagnostic Assessment of Troubleshooting Skill in an Intelligent Tutoring System. K.L. Draney, P. Pirolli, M. Wilson, A Measurement Model for a Complex Cognitive Skill. T.A. Polk, K. VanLehn, D. Kalp, ASPM2: Progress Toward the Analysis of Symbolic Parameter Models. J. Martin, K. VanLehn, A Bayesian Approach to Cognitive Assessment. G. Biswas, S.R. Goldman, D. Fisher, B. Bhuva, G. Glewwe, Assessing Design Activity in Complex CMOS Circuit Design. D. DuBois, V.L. Shalin, Adapting Cognitive Methods to Real-World Objectives: An Application to Job Knowledge Testing. P.J. Johnson, T.E. Goldsmith, K.W. Teague, Similarity, Structure, and Knowledge: A Representational Approach to Assessment. B.K. Britton, P. Tidwell, Cognitive Structure Testing: A Computer System for Diagnosis of Expert-Novice Differences. M. Naveh-Benjamin, Y-G. Lin, W.J. McKeachie, Inferring Students' Cognitive Structures and Their Development Using the "Fill-in-the-Structure" (FITS) Technique. J.E. Corter, Using Clustering Methods to Explore the Structure of Diagnostic Tests. K.K. Tatsuoka, Architecture of Knowledge Structures and Cognitive Diagnosis: A Statistical Pattern Recognition and Classification Approach. L.V. DiBello, W.F. Stout, L.A. Roussos, Unified Cognitive/Psychometric Diagnostic Assessment Likelihood-Based Classification Techniques. F. Samejima, A Cognitive Diagnosis Method Using Latent Trait Models: Competency Space Approach and Its Relationship With DiBello and Stout's Unified Cognitive-Psychometric Diagnosis Model. E. Hunt, Where and When to Represent Students This Way and That Way: An Evaluation of Approaches to Diagnostic Assessment. S.P. Marshall, Some Suggestions for Alternative Assessments.
501 citations
1 Jan 2007
TL;DR: Gierl et al. as mentioned in this paper defined cognitive diagnostic assessment in education and proposed a cognitive models and diagnostic assessment method for test construction, and implemented a fusion model with ARPEGGIO.
Abstract: Preface Part I. The Basis of Cognitive Diagnostic Assessment: 1. Defining cognitive diagnostic assessment in education Jacqueline P. Leighton and Mark J. Gierl 2. The demand for diagnostic testing Kristen Huff 3. Philosophical rationale for cognitive models Stephen Norris 4. Cognitive psychology as it applies to diagnostic assessment Robert J. Mislevy 5. Construct validity and diagnostic testing Susan Umbretson Part II. Methods and Application of Cognitive Diagnostic Assessment: 6. Cognitive models and diagnostic assessment Jacqueline P. Leighton 7. Test construction Joanna Gorin 8. The attribute hierarchy method Mark J. Gierl, Jacqueline P. Leighton, and Steve Hunka 9. The fusion model as implemented with ARPEGGIO William Stout 10. Score reporting Part III. The Future of Cognitive Diagnostic Assessment: 11. Unresolved issues in cognitive diagnostic assessment 12. Summary and conclusion Mark J. Gierl and Jacqueline P. Leighton.
431 citations
TL;DR: A cognitive item response theory model called the attribute hierarchy method (AHM) is introduced and illustrated in this paper, which is designed explicitly to link cognitive theory and psychometric practice to facilitate the development and analyses of educational and psychological tests.
Abstract: A cognitive item response theory model called the attribute hierarchy method (AHM) is introduced and illustrated. This method represents a variation of Tatsuoka's rule-space approach. The AHM is designed explicitly to link cognitive theory and psychometric practice to facilitate the development and analyses of educational and psychological tests. The following are described: cognitive properties of the AHM; psychometric properties of the AHM, as well as a demonstration of how the AHM differs from Tatsuoka's rule-space approach; and application of the AHM to the domain of syllogistic reasoning to illustrate how this approach can be used to evaluate the cognitive competencies required in a higher-level thinking task. Future directions for research are also outlined.
419 citations
TL;DR: In this paper, the authors define and evaluate the categories of cognitive models underlying at least three types of educational tests and highlight the practical implications of "blending" models for the purpose of improving educational measures.
Abstract: The purpose of this paper is to define and evaluate the categories of cognitive models underlying at least three types of educational tests. We argue that while all educational tests may be based—explicitly or implicitly—on a cognitive model, the categories of cognitive models underlying tests often range in their development and in the psychological evidence gathered to support their value. For researchers and practitioners, awareness of different cognitive models may facilitate the evaluation of educational measures for the purpose of generating diagnostic inferences, especially about examinees' thinking processes, including misconceptions, strengths, and/or abilities. We think a discussion of the types of cognitive models underlying educational measures is useful not only for taxonomic ends, but also for becoming increasingly aware of evidentiary claims in educational assessment and for promoting the explicit identification of cognitive models in test development. We begin our discussion by defining the term cognitive model in educational measurement. Next, we review and evaluate three categories of cognitive models that have been identified for educational testing purposes using examples from the literature. Finally, we highlight the practical implications of “blending” models for the purpose of improving educational measures.
180 citations
TL;DR: The logic and key assumptions associated with making cognitive inferences using two attribute-based psychometric methods are described and compared to identify new directions for research and practice in skills diagnostic testing.
Abstract: The purpose of this paper is to describe the logic and identify key assumptions associated with making cognitive inferences using two attribute-based psychometric methods The first method is Kikumi Tatsuoka's rule-space model This model provides a strong point of reference for studying the nature of diagnostic inferences because it is important in the evolution of skills diagnostic testing and it is well documented The second method is a new procedure called the attribute hierarchy method that was developed from the rule-space approach Although the attribute hierarchy method shares many commonalities with rule space, it represents an extension by including an attribute hierarchy that serves as an explicit cognitive model of task performance designed to link psychometric practices with contemporary cognitive theories In this paper, we describe and compare these two attribute-based psychometric methods and identify new directions for research and practice in skills diagnostic testing
86 citations
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| Year | Papers |
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| 2021 | 2 |
| 2020 | 1 |
| 2019 | 2 |
| 2018 | 1 |
| 2017 | 2 |
| 2016 | 2 |