Relative Robustness of CDMs and (M)IRT in Measuring Growth in Latent Skills

Autor/inn/en	Huang, Qi; Bolt, Daniel M.
Titel	Relative Robustness of CDMs and (M)IRT in Measuring Growth in Latent Skills
Quelle	In: Educational and Psychological Measurement, 83 (2023) 4, S.808-830 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Qi) ORCID (Bolt, Daniel M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/00131644221117194
Schlagwörter	Item Response Theory; Test Items; Skill Development; Robustness (Statistics); Diagnostic Tests; Intelligence Tests; Error of Measurement; Simulation; Correlation; Longitudinal Studies + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Test content; Testaufgabe; Kompetenzentwicklung; Qualifikationsentwicklung; Widerstandsfähigkeit; Diagnostic test; Diagnostischer Test; Intelligence test; Intelligenztest; Messfehler; Simulation program; Simulationsprogramm; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Previous studies have demonstrated evidence of latent skill continuity even in tests intentionally designed for measurement of binary skills. In addition, the assumption of binary skills when continuity is present has been shown to potentially create a lack of invariance in item and latent ability parameters that may undermine applications. In this article, we examine measurement of growth as one such application, and consider multidimensional item response theory (MIRT) as a competing alternative. Motivated by prior findings concerning the effects of skill continuity, we study the relative robustness of cognitive diagnostic models (CDMs) and (M)IRT models in the measurement of growth under both binary and continuous latent skill distributions. We find CDMs to be a less robust way of quantifying growth under misspecification, and subsequently provide a real-data example suggesting underestimation of growth as a likely consequence. It is suggested that researchers should regularly attend to the assumptions associated with the use of latent binary skills and consider (M)IRT as a potentially more robust alternative if unsure of their discrete nature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01