A Cognitive Diagnosis Learning Model With Covariates: A Three-Step Approach

• In Event: Advancing Diagnostic Psychometric Models to Enhance Student Learning: Statistical Theory, Methods, and Applications

Abstract

To expand the use of cognitive diagnosis models (CDMs) to longitudinal assessments, this study proposes a three-step cognitive diagnosis learning model with covariates by integrating a general CDM and a latent transition model. The proposed model assesses students’ learning trajectories with respect to attribute mastery statuses and evaluates covariate effects on both the initial state and transition probabilities. Because stepwise approaches generally yield downward-biased estimates (Di Mari et al., 2016; Vermunt, 2010), a correction for classification error probabilities (CEPs) is considered.

Authors

• Jimmy de la Torre, University of Hong Kong
  Non-Presenting Author

• Qianru Liang, University of Hong Kong
  Presenting Author

• Nancy W.Y. Law, University of Hong Kong
  Non-Presenting Author