An Application of Cognitive Diagnosis Modeling in TIMSS: A Comparison of Intuitive Definitions of Q-Matrices

Detection of students’ ability levels is one of the common aims in educational studies. Cognitive Diagnosis Modeling approach has been used recently for the purpose of ability level detection by defined Q-matrices. This paper aims to use Cognitive Diagnosis Modeling (CDM) in order to investigate the...

Full description

Saved in:
Bibliographic Details
Published in:International Journal of Modern Education Studies 2019-07, Vol.3 (1), p.4-17
Main Author: Evran, Derya
Format: Article
Language:English
Subjects:
Achievement Tests
Cognitive Measurement
Elementary School Students
Eğitim Bilimleri
Foreign Countries
Grade 4
International Assessment
Item Response Theory
Mastery Learning
Mathematics Achievement
Mathematics Tests
Matrices
Multiple Choice Tests
Problem Solving
Student Evaluation
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Detection of students’ ability levels is one of the common aims in educational studies. Cognitive Diagnosis Modeling approach has been used recently for the purpose of ability level detection by defined Q-matrices. This paper aims to use Cognitive Diagnosis Modeling (CDM) in order to investigate the definition of a Q-matrix across the cognitive skills of different years and countries in TIMSS. There is a subjective way in defining Q-matrices; for this purpose, an application of building Q-matrices under specific CDMs, from a set of expert proposed attributes is examined. The proposed attributes are used to build Q-matrices for TIMSS mathematics questions across its cycles, and across different nations.
ISSN:2618-6209
2618-6209
DOI:10.51383/ijonmes.2019.33