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Book Chapter: Application of cognitive diagnostic models to learning and assessment systems
| Title | Application of cognitive diagnostic models to learning and assessment systems |
|---|---|
| Authors | |
| Issue Date | 2019 |
| Publisher | Springer |
| Citation | Application of cognitive diagnostic models to learning and assessment systems. In von Davier, M., Lee, Y.S. (Eds.), Handbook of Diagnostic Classification Models: Models and Model Extensions, Applications, Software Packages, p. 437-460. Cham: Springer, 2019 How to Cite? |
| Abstract | Over the past few decades, cognitive diagnostic models have generated a lot of interest due in large part to the call made by the No Child Left Behind Act of 2001 (No Child Left Behind, Act of 2001 Public Law No. 107–110, § 115. Stat, 1425, 2002) for more formative assessments in learning systems. In this chapter, we provide an overview of learning and assessment systems, including the rise in popularity of online and personalized learning systems; we contrast the role of summative and formative assessments in learning systems; and we provide a review of cognitive diagnostic models and the challenges of retrofitting models to data not designed for cognitive diagnostic models. |
| Persistent Identifier | http://hdl.handle.net/10722/274301 |
| ISBN | |
| ISSN | |
| Series/Report no. | Methodology of Educational Measurement and Assessment |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Deonovic, B | - |
| dc.contributor.author | Chapode, P | - |
| dc.contributor.author | Yudelson, M | - |
| dc.contributor.author | de la Torre, J | - |
| dc.contributor.author | von Davier, A | - |
| dc.date.accessioned | 2019-08-18T14:59:01Z | - |
| dc.date.available | 2019-08-18T14:59:01Z | - |
| dc.date.issued | 2019 | - |
| dc.identifier.citation | Application of cognitive diagnostic models to learning and assessment systems. In von Davier, M., Lee, Y.S. (Eds.), Handbook of Diagnostic Classification Models: Models and Model Extensions, Applications, Software Packages, p. 437-460. Cham: Springer, 2019 | - |
| dc.identifier.isbn | 9783030055837 | - |
| dc.identifier.issn | 2367-170X | - |
| dc.identifier.uri | http://hdl.handle.net/10722/274301 | - |
| dc.description.abstract | Over the past few decades, cognitive diagnostic models have generated a lot of interest due in large part to the call made by the No Child Left Behind Act of 2001 (No Child Left Behind, Act of 2001 Public Law No. 107–110, § 115. Stat, 1425, 2002) for more formative assessments in learning systems. In this chapter, we provide an overview of learning and assessment systems, including the rise in popularity of online and personalized learning systems; we contrast the role of summative and formative assessments in learning systems; and we provide a review of cognitive diagnostic models and the challenges of retrofitting models to data not designed for cognitive diagnostic models. | - |
| dc.language | eng | - |
| dc.publisher | Springer | - |
| dc.relation.ispartof | Handbook of Diagnostic Classification Models: Models and Model Extensions, Applications, Software Packages | - |
| dc.relation.ispartofseries | Methodology of Educational Measurement and Assessment | - |
| dc.title | Application of cognitive diagnostic models to learning and assessment systems | - |
| dc.type | Book_Chapter | - |
| dc.identifier.email | de la Torre, J: jdltorre@hku.hk | - |
| dc.identifier.authority | de la Torre, J=rp02159 | - |
| dc.description.nature | link_to_subscribed_fulltext | - |
| dc.identifier.doi | 10.1007/978-3-030-05584-4 | - |
| dc.identifier.hkuros | 302305 | - |
| dc.identifier.spage | 437 | - |
| dc.identifier.epage | 460 | - |
| dc.identifier.eissn | 2367-1718 | - |
| dc.publisher.place | Cham | - |
| dc.identifier.issnl | 2367-1718 | - |