Director of Research (if dissertation) or Advisor (if thesis)
Drasgow, Fritz
Doctoral Committee Chair(s)
Drasgow, Fritz
Committee Member(s)
Rounds, James
Shriner, James
Wang, Michelle Yongmei
Department of Study
Educational Psychology
Discipline
Educational Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Cognitive diagnosis modeling
Nonparametric modeling
Joint maximum likelihood estimation
Model fit test
Abstract
Cognitive diagnostic modeling has become an important field of psychometric
research. The models are special because they provide examinees with diagnostic information regarding whether or not they have mastered individual skills in certain area. They provide as meaningful sources of information for examinees to understand their learning status and the criteria that will be used to evaluate their performance. Furthermore, in a school context, they enable teachers to know the strengths and weaknesses of their students and thus help them to select and structure teaching materials. Cognitive diagnosis models help administrators support their decision-making concerning learning and teaching objectives and arrangements. Despite their obvious advantages, researchers and practitioners face three fundamental hurdles in the implementation of cognitive diagnosis models. The purpose of this dissertation is to provide the solutions to these problems: the estimation of the Q-Matrix, the estimation of model parameters, and the assessment of model-fit.
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