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 journal › Journal article › Research › peer-review
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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 - 10.1080/15305058.2021.1931238
DO - 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