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Validating theoretical assumptions about reading with cognitive diagnosis models. / George, Ann Cathrice; Robitzsch, Alexander.

In: International Journal of Testing, Vol. 21, No. 2, 06.2021, p. 105-129.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

George, AC & Robitzsch, A 2021, 'Validating theoretical assumptions about reading with cognitive diagnosis models', International Journal of Testing, vol. 21, no. 2, pp. 105-129. https://doi.org/10.1080/15305058.2021.1931238

APA

George, A. C., & Robitzsch, A. (2021). Validating theoretical assumptions about reading with cognitive diagnosis models. International Journal of Testing, 21(2), 105-129. https://doi.org/10.1080/15305058.2021.1931238

Vancouver

George AC, Robitzsch A. Validating theoretical assumptions about reading with cognitive diagnosis models. International Journal of Testing. 2021 Jun;21(2):105-129. https://doi.org/10.1080/15305058.2021.1931238

Author

George, Ann Cathrice ; Robitzsch, Alexander. / Validating theoretical assumptions about reading with cognitive diagnosis models. In: International Journal of Testing. 2021 ; Vol. 21, No. 2. pp. 105-129.

BibTeX

@article{ad75bddc03f14a36b65f031a1d95b680,
title = "Validating theoretical assumptions about reading with cognitive diagnosis models",
abstract = "Modern large-scale studies such as the Progress in International Reading Literacy Study (PIRLS) do not only report reading competence of students on a global reading scale but also report reading on the level of reading subskills. However, the number of and the dependencies between the subskills are frequently discussed. In this study, different theoretical assumptions regarding the subskills describing the reading competence “acquiring and using information” in PIRLS are deduced from accompanying official materials. The different assumptions are then translated into empirical cognitive diagnosis models (CDMs). By evaluating and comparing the CDMs in terms of empirical fit criteria in each country participating in PIRLS 2016, the underlying theoretical assumptions are validated. Results show that in all but one country, a model proposing four reading subskills with no order between the subskills shows the best fit. This selected model could be simplified in order to facilitate practical derivations as, for example, the evaluation of skill classes and the analysis of learning paths.",
keywords = "Methodological research and method development, Cognitive diagnosis models, competence model, log penalty measure, PIRLS 2016, reading",
author = "George, {Ann Cathrice} and Alexander Robitzsch",
year = "2021",
month = jun,
doi = "https://doi.org/10.1080/15305058.2021.1931238",
language = "English",
volume = "21",
pages = "105--129",
journal = "International Journal of Testing",
issn = "1530-5058",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Validating theoretical assumptions about reading with cognitive diagnosis models

AU - George, Ann Cathrice

AU - Robitzsch, Alexander

PY - 2021/6

Y1 - 2021/6

N2 - Modern large-scale studies such as the Progress in International Reading Literacy Study (PIRLS) do not only report reading competence of students on a global reading scale but also report reading on the level of reading subskills. However, the number of and the dependencies between the subskills are frequently discussed. In this study, different theoretical assumptions regarding the subskills describing the reading competence “acquiring and using information” in PIRLS are deduced from accompanying official materials. The different assumptions are then translated into empirical cognitive diagnosis models (CDMs). By evaluating and comparing the CDMs in terms of empirical fit criteria in each country participating in PIRLS 2016, the underlying theoretical assumptions are validated. Results show that in all but one country, a model proposing four reading subskills with no order between the subskills shows the best fit. This selected model could be simplified in order to facilitate practical derivations as, for example, the evaluation of skill classes and the analysis of learning paths.

AB - Modern large-scale studies such as the Progress in International Reading Literacy Study (PIRLS) do not only report reading competence of students on a global reading scale but also report reading on the level of reading subskills. However, the number of and the dependencies between the subskills are frequently discussed. In this study, different theoretical assumptions regarding the subskills describing the reading competence “acquiring and using information” in PIRLS are deduced from accompanying official materials. The different assumptions are then translated into empirical cognitive diagnosis models (CDMs). By evaluating and comparing the CDMs in terms of empirical fit criteria in each country participating in PIRLS 2016, the underlying theoretical assumptions are validated. Results show that in all but one country, a model proposing four reading subskills with no order between the subskills shows the best fit. This selected model could be simplified in order to facilitate practical derivations as, for example, the evaluation of skill classes and the analysis of learning paths.

KW - Methodological research and method development

KW - Cognitive diagnosis models

KW - competence model

KW - log penalty measure

KW - PIRLS 2016

KW - reading

U2 - https://doi.org/10.1080/15305058.2021.1931238

DO - https://doi.org/10.1080/15305058.2021.1931238

M3 - Journal article

VL - 21

SP - 105

EP - 129

JO - International Journal of Testing

JF - International Journal of Testing

SN - 1530-5058

IS - 2

ER -

ID: 1672639