Zhang Jiahui, Yuan Yuqing, Qiu Ziying, Li Feng
Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China.
School of Statistics, Beijing Normal University, Beijing, China.
PLoS One. 2024 Dec 10;19(12):e0312747. doi: 10.1371/journal.pone.0312747. eCollection 2024.
Cognitive Diagnostic Computerized Adaptive Testing (CD-CAT), in conjunction with nonparametric methodologies, is an adaptive assessment tool utilized for diagnosing students' knowledge mastery within smaller educational contexts. Expanding upon this framework, this study introduces the blocked procedure previously used in the parametric CD-CAT, enhancing the flexibility of nonparametric CD-CAT by enabling within-block item review and answer modification. A simulation study was conducted to evaluate the performance of this blocked procedure within the context of nonparametric CD-CAT across varied conditions. With increasing block size, there was a marginal reduction in pattern correct classification rate; however, such differences diminished as item quality or test length augmented. Overall, under a majority of conditions, the blocked procedure, characterized by block sizes of 2 or 4 items, allows item review within-block while attaining satisfactory levels of classification accuracy. The integration of within-block item review and answer modification with nonparametric CD-CAT fosters a more adaptive and learner-centric testing environment.
认知诊断计算机自适应测试（CD - CAT）与非参数方法相结合，是一种用于在较小教育环境中诊断学生知识掌握情况的自适应评估工具。在此框架基础上，本研究引入了先前在参数化CD - CAT中使用的分块程序，通过允许块内题目复查和答案修改，增强了非参数CD - CAT的灵活性。进行了一项模拟研究，以评估该分块程序在不同条件下非参数CD - CAT背景下的性能。随着块大小的增加，模式正确分类率略有下降；然而，随着题目质量或测试长度的增加，这种差异会减小。总体而言，在大多数条件下，以2或4个题目为块大小的分块程序允许在块内进行题目复查，同时达到令人满意的分类准确率水平。将块内题目复查和答案修改与非参数CD - CAT相结合，营造了一个更具适应性和以学习者为中心的测试环境。
