Assessing Language Skills Using Diagnostic Classification Models: An Example Using a Language Instrument.

The primary purpose of the present study is to inform and illustrate, using examples, the use of Diagnostic Classification Models (DCMs) for the assessment of skills and competencies in cognition and academic achievement. A secondary purpose is to compare and contrast traditional and contemporary psychometrics for the measurement of skills and competencies. DCMs are described along the lines of other psychometric models within the Confirmatory Factor Analysis tradition such as the bifactor model and the known mixture models that are utilized to classify individuals into subgroups.

Identifying Ability and Nonability Groups: Incorporating Response Times Using Mixture Modeling.

The goal of the present study was to address the analytical complexity of incorporating responses and response times through applying the Jeon and De Boeck mixture item response theory model in Mplus 8.7. Using both simulated and real data, we attempt to identify subgroups of responders that are rapid guessers or engage knowledge retrieval strategies.

Identifying Student Subgroups as a Function of School Level Attributes: A Multilevel Latent Class Analysis.

The purpose of the present study was to profile high school students' achievement as a function of their demographic characteristics, parent attributes (e.g., education), and school behaviors (e.

Improving Measures via Examining the Behavior of Distractors in Multiple-Choice Tests: Assessment and Remediation.

The purpose of the present article was to illustrate, using an example from a national assessment, the value from analyzing the behavior of distractors in measures that engage the multiple-choice format. A secondary purpose of the present article was to illustrate four remedial actions that can potentially improve the measurement of the construct(s) under study. Participants were 2,248 individuals who took a national examination of chemistry.

The Impact of Non-attempted and Dually-Attempted Items on Person Abilities Using Item Response Theory.

The purpose of the present study was to relate response strategy with person ability estimates. Two behavioral strategies were examined: (a) the strategy to skip items in order to save time on timed tests, and, (b) the strategy to select two responses on an item, with the hope that one of them may be considered correct. Participants were 4,422 individuals who were administered a standardized achievement measure related to math, biology, chemistry, and physics.