DOI

  • Hamdollah Ravand
  • Alexander Robitzsch
The present study compared the performance of six cognitive diagnostic models (CDMs) to explore inter skill relationship in a reading comprehension test. To this end, item responses of about 21,642 test-takers to a high-stakes reading comprehension test were analyzed. The models were compared in terms of model fit at both test and item levels, classification consistency and accuracy, and proportion of skill mastery profiles. The results showed that the G-DINA performed the best and the C-RUM, NC-RUM, and ACDM showed the closest affinity to the G-DINA. In terms of some criteria, the DINA showed comparable performance to the G-DINA. The test-level results were corroborated by the item-level model comparison, where DINA, DINO, and ACDM variously fit some of the items. The results of the study suggested that relationships among the subskills of reading comprehension might be a combination of compensatory and non-compensatory. Therefore, it is suggested that the choice of the CDM be carried out at item level rather than test level.
OriginalspracheEnglisch
ZeitschriftEducational Psychology
Jahrgang38
Ausgabenummer10
Seiten (von - bis)1255-1277
Seitenumfang23
ISSN0144-3410
DOIs
PublikationsstatusVeröffentlicht - 2018

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