Overview

This book provides a comprehensive introduction to the theory and practice of diagnostic classification models (DCMs), which are useful for statistically driven diagnostic decision making. DCMs can be employed in a wide range of disciplines, including educational assessment and clinical psychology. For the first time in a single volume, the authors present the key conceptual underpinnings and methodological foundations for applying these models in practice. Specifically, they discuss a unified approach to DCMs, the mathematical structure of DCMs and their relationship to other latent variable models, and the implementation and estimation of DCMs using Mplus. The book's highly accessible language, real-world applications, numerous examples, and clearly annotated equations will encourage professionals and students to explore the utility and statistical properties of DCMs in their own projects. The companion website, http://projects.coe.uga.edu/dcm , features data sets, Mplus syntax code, and output. This book will appeal to professionals in the testing industry; professors and students in educational, school, clinical, and cognitive psychology. It will also serve as a useful text in doctoral-level courses in diagnostic testing, cognitive diagnostic assessment, test validity, diagnostic assessment, advanced educational measurement, psychometrics, and item response theory

Full Product Details

9781606235270

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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, 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 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"

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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