ERIC Number: EJ1284302
Record Type: Journal
Publication Date: 2021-Feb
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1076-9986
EISSN: N/A
Learning Attribute Hierarchies from Data: Two Exploratory Approaches
Wang, Chun; Lu, Jing
Journal of Educational and Behavioral Statistics, v46 n1 p58-84 Feb 2021
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 model (HDCM) that directly takes into account attribute hierarchies, and hence, HDCM is nested within more general CDMs. They also formulated an empirically driven hypothesis test to statistically test one hypothesized link (between two attributes) at a time. However, their likelihood ratio test statistic does not have a known reference distribution, so it is cumbersome to perform hypothesis testing at scale. In this article, we studied two exploratory approaches that could learn the attribute hierarchies directly from data, namely, the latent variable selection (LVS) approach and the regularized latent class modeling (RLCM) approach. An identification constraint was proposed for the LVS approach. Simulation results revealed that both approaches could successfully identify different types of attribute hierarchies, when the underlying CDM is either the deterministic input noisy and gate model or the saturated log-linear CDM. The LVS approach outperformed the RLCM approach, especially when the total number of attributes increases.
Descriptors: Cognitive Measurement, Models, Vertical Organization, Classification, Statistical Analysis, Identification, Language Tests
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Science Foundation (NSF)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305D160010; SES1659328