Attribute hierarchy, the underlying prerequisite relationship among attributes, plays an important role in applying cognitive diagnosis models (CDM) for designing efficient cognitive diagnostic assessments. However, there are limited statistical tools to directly estimate attribute hierarchy from response data. In this study, we proposed a…

Incremental intelligence plays an important role in self-regulating and enhancing writing performance among language learners. The present study aimed to investigate the relationship among variables of the incremental theory of intelligence, self-regulatory writing strategies, implicit theory of writing, and writing performance in EFL learners. To…

In cognitive diagnostic assessment, multiple fine-grained attributes are measured simultaneously. Attribute hierarchies are considered important structural features of cognitive diagnostic models (CDMs) that provide useful information about the nature of attributes. Templin and Bradshaw first introduced a hierarchical diagnostic classification…

Assessments with a large amount of small, similar, or often repetitive tasks are being used in educational, neurocognitive, and psychological contexts. For example, respondents are asked to recognize numbers or letters from a large pool of those and the number of correct answers is a count variable. In 1960, George Rasch developed the Rasch…

The lack of comprehensive language proficiency assessment models recognizing the nonlinearity and dynamicity of individual differences, as well as the fundamental differences between paper- and computer-assisted language assessments (CALA) served as the rationale to conduct the present study. Drawing on dynamic systems theory, a Nonlinear Dynamic…

Based on theories on vocabulary knowledge, grammar knowledge, and reading comprehension subcomponents, ten attributes/subskills were defined for 50 items from relevant subtests of TEM4 (Band Four of Test for English Majors in China). Cognitive diagnosis was conducted on the TEM4 data of the randomly sampled 2285 examinees (roughly at the B2 level)…

While scholars have proposed different models of language assessment literacy (LAL), these models have mostly comprised prescribed sets of components based on principles of good practice. As such, these models remain theoretical in nature, and represent the perspectives of language assessment researchers rather than stakeholders themselves. The…

In recent years, harmonic regression models have been applied to implement quality control for educational assessment data consisting of multiple administrations and displaying seasonality. As with other types of regression models, it is imperative that model adequacy checking and model fit be appropriately conducted. However, there has been no…

The C-test is a type of gap-filling test designed to efficiently measure second language proficiency. The typical C-test consists of several short paragraphs with the second half of every second word deleted. The words with deleted parts are considered as items nested within the corresponding paragraph. Given this testlet structure, it is commonly…

A C-Test is a gap-filling test for measuring language competence in the first and second language. C-Tests are usually analyzed with polytomous Rasch models by considering each passage as a super-item or testlet. This strategy helps overcome the local dependence inherent in C-Test gaps. However, there is little research on the best polytomous…

Education is the process of acquiring knowledge, skills, values, peers, beliefs, practices and personal development. Mentoring methods include teaching, coaching, storytelling, discussion, and guided research. Education is often led by teachers; however, students can also engage in self-education. As education is a continuous process, it requires…

In the research reported here, we propose a new method for scale alignment and test scoring in the context of supporting students with disabilities. In educational assessment, students from these special populations take modified tests because of a demonstrated disability that requires more assistance than standard testing accommodation. Updated…

Purpose: Many language tests use different versions that are not statistically linked or do not have a developmental scaled score. The current article illustrates the problems of scores that are not linked or equated, followed by a statistical model to derive a developmental scaled score. Method: Using an accelerated cohort design of 890 students…

Exploratory cognitive diagnosis models (CDMs) estimate the Q matrix, which is a binary matrix that indicates the attributes needed for affirmative responses to each item. Estimation of Q is an important next step for improving classifications and broadening application of CDMs. Prior research primarily focused on an exploratory version of the…

This mixed-method research study explores German skills using the NURS teaching model for students. It was conducted in the German educational department program at the Faculty of Language and Literature at Makassar State University. The research subject was 28 German academic students from two classes in the second semester. Research instruments…