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Full Product Details

Author:   André A. Rupp ,  Jonathan Templin ,  Robert A. Henson ,  Mark J. Gierl
Publisher:   Guilford Publications
Imprint:   Guilford Publications
Dimensions:   Width: 17.80cm , Height: 2.50cm , Length: 25.40cm
Weight:   0.798kg
ISBN:  

9781606235287

ISBN 10:   1606235281
Pages:   348
Publication Date:   21 May 2010
Audience:   College/higher education ,  General/trade ,  Tertiary & Higher Education ,  General
Format:   Hardback
Publisher's Status:   Out of Print
Availability:   Out of stock  

Table of Contents

Index of Notation 1. Introduction I. Theory: Principles of Diagnostic Measurement with DCMs 2. Implementation, Design, and Validation of Diagnostic Assessments 3. Diagnostic Decision Making with DCMs 4. Attribute Specification for DCMs II. Methods: Psychometric Foundations of DCMs 5. The Statistical Nature of DCMs 6. The Statistical Structure of Core DCMs 7. The LCDM Framework 8. Modeling the Attribute Space in DCMs III. Applications: Utilizing DCMs in Practice 9. Estimating DCMs Using Mplus 10. Respondent Parameter Estimation in DCMs 11. Item Parameter Estimation in DCMs 12. Evaluating the Model Fit of DCMs 13. Item Discrimination Indices for DCMs 14. Accommodating Complex Sampling Designs in DCMs Glossary

Reviews

The most authoritative, comprehensive source to date on every important aspect of diagnostic measurement, including theory, methods, and applications. The book includes recent advances in the unification of cognitive theory and psychometric methodology. It covers technical issues, such as model specification and parameter estimation, and extends the treatment to a variety of disciplines, from education to clinical and business settings. I was impressed by the reader-friendly presentation. The writing is clear and smooth, making this complex subject matter much more accessible and less intimidating than one might expect. - Lihshing Leigh Wang, School of Education, University of Cincinnati Rupp, Templin, and Henson have contributed significantly to the advancement of educational and psychological measurement by providing a comprehensive and lucid treatment of this critical contemporary measurement issue...Throughout, one is never in doubt that the authors' primary objectives are to promote rigorous intellectual dialogue about the current and future state of DCMs and to facilitate their meaningful and practical application. - Kristen Huff, Senior Director, Research and Development, The College Board, New York It is particularly important for a book like this to be accessible to a broader audience beyond experts in cognitive diagnosis. The book covers cognitive foundations, makes connections with the most salient aspects of assessment validity, and includes detailed derivations and discussion of core cognitive diagnostic models. The examples are especially effective and clear, as is the tabulation of model parameters in the discussion of six core models and their relationship to the log-linear modeling framework. I would recommend this text for use in graduate seminars and expect to quote from it and cite it in professional presentations and papers. There is no other book available with comparable breadth. - Lou DiBello, Associate Director, Learning Sciences Research Institute, University of Illinois-Chicago I would strongly recommend this book to colleagues and students. It provides an interdisciplinary perspective on diagnostic testing; has a strong instructional focus, where concepts and statistical models are explained in a concise and clear way; and covers the entire range of testing, from item development to test score reporting. - Mark J. Gierl, Director, Centre for Research in Applied Measurement and Evaluation, Department of Educational Psychology, University of Alberta, Canada I like the way that the authors presented the materials in the book, including explanations, graphs, formulas, and detailed examples. The table of contents is clearly organized, and the tables of generic, model-specific, and method-specific notations are quite helpful, as is the glossary. - Yi-hsin Chen, Department of Educational Measurement and Research, University of South Florida

"""The most authoritative, comprehensive source to date on every important aspect of diagnostic measurement, including theory, methods, and applications. The book includes recent advances in the unification of cognitive theory and psychometric methodology. It covers technical issues, such as model specification and parameter estimation, and extends the treatment to a variety of disciplines, from education to clinical and business settings. I was impressed by the reader-friendly presentation. The writing is clear and smooth, making this complex subject matter much more accessible and less intimidating than one might expect."" - Lihshing Leigh Wang, School of Education, University of Cincinnati, USA ""Rupp, Templin, and Henson have contributed significantly to the advancement of educational and psychological measurement by providing a comprehensive and lucid treatment of this critical contemporary measurement issue...Throughout, one is never in doubt that the authors' primary objectives are to promote rigorous intellectual dialogue about the current and future state of DCMs and to facilitate their meaningful and practical application."" - Kristen Huff, Senior Director, Research and Development, The College Board, New York, USA ""It is particularly important for a book like this to be accessible to a broader audience beyond experts in cognitive diagnosis. The book covers cognitive foundations, makes connections with the most salient aspects of assessment validity, and includes detailed derivations and discussion of core cognitive diagnostic models. The examples are especially effective and clear, as is the tabulation of model parameters in the discussion of six core models and their relationship to the log-linear modeling framework. I would recommend this text for use in graduate seminars and expect to quote from it and cite it in professional presentations and papers. There is no other book available with comparable breadth."" - Lou DiBello, Associate Director, Learning Sciences Research Institute, University of Illinois-Chicago, USA ""I would strongly recommend this book to colleagues and students. It provides an interdisciplinary perspective on diagnostic testing; has a strong instructional focus, where concepts and statistical models are explained in a concise and clear way; and covers the entire range of testing, from item development to test score reporting."" - Mark J. Gierl, Director, Centre for Research in Applied Measurement and Evaluation, Department of Educational Psychology, University of Alberta, Canada ""I like the way that the authors presented the materials in the book, including explanations, graphs, formulas, and detailed examples. The table of contents is clearly organized, and the tables of generic, model-specific, and method-specific notations are quite helpful, as is the glossary."" - Yi-hsin Chen, Department of Educational Measurement and Research, University of South Florida, USA"

""The most authoritative, comprehensive source to date on every important aspect of diagnostic measurement, including theory, methods, and applications. The book includes recent advances in the unification of cognitive theory and psychometric methodology. It covers technical issues, such as model specification and parameter estimation, and extends the treatment to a variety of disciplines, from education to clinical and business settings. I was impressed by the reader-friendly presentation. The writing is clear and smooth, making this complex subject matter much more accessible and less intimidating than one might expect."" - Lihshing Leigh Wang, School of Education, University of Cincinnati, USA ""Rupp, Templin, and Henson have contributed significantly to the advancement of educational and psychological measurement by providing a comprehensive and lucid treatment of this critical contemporary measurement issue...Throughout, one is never in doubt that the authors' primary objectives are to promote rigorous intellectual dialogue about the current and future state of DCMs and to facilitate their meaningful and practical application."" - Kristen Huff, Senior Director, Research and Development, The College Board, New York, USA ""It is particularly important for a book like this to be accessible to a broader audience beyond experts in cognitive diagnosis. The book covers cognitive foundations, makes connections with the most salient aspects of assessment validity, and includes detailed derivations and discussion of core cognitive diagnostic models. The examples are especially effective and clear, as is the tabulation of model parameters in the discussion of six core models and their relationship to the log-linear modeling framework. I would recommend this text for use in graduate seminars and expect to quote from it and cite it in professional presentations and papers. There is no other book available with comparable breadth."" - Lou DiBello, Associate Director, Learning Sciences Research Institute, University of Illinois-Chicago, USA ""I would strongly recommend this book to colleagues and students. It provides an interdisciplinary perspective on diagnostic testing; has a strong instructional focus, where concepts and statistical models are explained in a concise and clear way; and covers the entire range of testing, from item development to test score reporting."" - Mark J. Gierl, Director, Centre for Research in Applied Measurement and Evaluation, Department of Educational Psychology, University of Alberta, Canada ""I like the way that the authors presented the materials in the book, including explanations, graphs, formulas, and detailed examples. The table of contents is clearly organized, and the tables of generic, model-specific, and method-specific notations are quite helpful, as is the glossary."" - Yi-hsin Chen, Department of Educational Measurement and Research, University of South Florida, USA

Author Information

Andre A. Rupp, Department of Measurement, Statistics, and Evaluation, University of Maryland, USA Jonathan Templin, Department of Educational Psychology and Instructional Technology, University of Georgia, USA Robert A. Henson, Department of Educational Research Methodology, University of North Carolina at Greensboro, USA

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