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      Comparison among cognitive diagnostic models for the TIMSS 2007 fourth grade mathematics assessment

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      PLoS ONE

      Public Library of Science

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          Abstract

          A variety of cognitive diagnostic models (CDMs) have been developed in recent years to help with the diagnostic assessment and evaluation of students. Each model makes different assumptions about the relationship between students’ achievement and skills, which makes it important to empirically investigate which CDMs better fit the actual data. In this study, we examined this question by comparatively fitting representative CDMs to the Trends in International Mathematics and Science Study (TIMSS) 2007 assessment data across seven countries. The following two major findings emerged. First, in accordance with former studies, CDMs had a better fit than did the item response theory models. Second, main effects models generally had a better fit than other parsimonious or the saturated models. Related to the second finding, the fit of the traditional parsimonious models such as the DINA and DINO models were not optimal. The empirical educational implications of these findings are discussed.

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          Most cited references 38

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          Estimating multiple classification latent class models

           E. Maris (1999)
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            Goodness-of-Fit Assessment of Item Response Theory Models

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              Unique Characteristics of Diagnostic Classification Models: A Comprehensive Review of the Current State-of-the-Art

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                Author and article information

                Contributors
                Role: Formal analysisRole: Writing – original draftRole: Writing – review & editing
                Role: ConceptualizationRole: Funding acquisitionRole: Writing – review & editing
                Role: Editor
                Journal
                PLoS One
                PLoS ONE
                plos
                plosone
                PLoS ONE
                Public Library of Science (San Francisco, CA USA )
                1932-6203
                2 February 2018
                2018
                : 13
                : 2
                Affiliations
                [1 ] Graduate School of Education, the University of Tokyo, Tokyo, Japan
                [2 ] Department of Psychology, Senshu University, Kanagawa, Japan
                Kyoto University, JAPAN
                Author notes

                Competing Interests: The authors have declared that no competing interests exist.

                Article
                PONE-D-17-04264
                10.1371/journal.pone.0188691
                5796692
                29394257
                © 2018 Yamaguchi, Okada

                This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

                Page count
                Figures: 0, Tables: 8, Pages: 17
                Product
                Funding
                Funded by: funder-id http://dx.doi.org/10.13039/501100001691, Japan Society for the Promotion of Science;
                Award ID: 17H04787
                Award Recipient :
                The work was supported by JSPS KAKENHI( https://www.jsps.go.jp/english/e-grants/) Grant Number 17H04787.
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                Human Learning
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                Learning
                Biology and Life Sciences
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                Learning
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                Europe
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                Custom metadata
                The third-party data underlying this study are freely available at the following URL: https://timssandpirls.bc.edu/TIMSS2007/idb_ug.html. The authors did not have any special privileges in accessing this data set.

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