Theoretical foundations, statistical specifications, and
practical considerations of diagnostic measurement techniques.
Emphasis will be placed on diagnostic classification models.
Athena Title
Diagnostic Measurement
Prerequisite
(ERSH 8320 or ERSH 8320E) and (ERSH 8610 or ERSH 8610E)
Semester Course Offered
Offered every year.
Grading System
A - F (Traditional)
Student learning Outcomes
After completing this course, students will be able to determine when diagnostic measurement models are an appropriate methodological technique.
After completing this course, students will be able to explain the general framework of diagnostic classification models (DCMs) and how models within the family of DCMs are related.
After completing this course, students will be able to select an appropriate type of DCM given the purpose of the test, type of data provided by the test, and substantive theory behind the test.
After completing this course, students will be able to estimate a general DCM using appropriate software.
After completing this course, students will be able to interpret results (e.g., item and person parameters) from DCM analyses.
After completing this course, students will be able to evaluate results (e.g., reliability, model fit) from DCM analyses.
After completing this course, students will be able to draw appropriate conclusions from DCM analyses.
After completing this course, students will be able to understand and critique DCM literature.
Topical Outline
Diagnostic Assessment Theoretical Framework
Measurement Model Specification
-Log-linear Cognitive Diagnosis Model
Estimation of DCMs using Mplus
Sub-models as Constrained Versions of the LCDM
Structural Model Specification
Estimation of Examinee and Item Parameters
Model Evaluation
-Statistical Model Fit
-Item Discrimination
-Reliability
-Person Fit
Extensions of the LCDM
-Hierarchical DCMs
-Nominal Response DCMs
Other General Diagnostic Models
Throughout the course, students will complete an applied project that requires the application of methods learned through the course to answer empirical research questions that are of interest to them. Optimally, students’ classroom projects also can serve as foundations for publishable products of scholarship.
