The Potential for Interpretational Confounding in Cognitive Diagnosis Models.

ABSTRACT: Binary examinee mastery/nonmastery classifications in cognitive diagnosis models may often be an approximation to proficiencies that are better regarded as continuous. Such misspecification can lead to inconsistencies in the operational definition of "mastery" when binary skills models are assumed. In this paper we demonstrate the potential for an interpretational confounding of the latent skills when truly continuous skills are treated as binary. Using the DINA model as an example, we show how such forms of confounding can be observed through item and/or examinee parameter change when (1) different collections of items (such as representing different test forms) previously calibrated separately are subsequently calibrated together; and (2) when structural restrictions are placed on the re

SUBMITTER: Huang QH 

PROVIDER: S-EPMC9118932 | biostudies-literature | 2022 Jun

REPOSITORIES: biostudies-literature