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Kangjun Liang, Dongbo Tu & Yan Cai. (2023) Using Process Data to Improve Classification Accuracy of Cognitive Diagnosis Model. Multivariate Behavioral Research 0:0, pages 1-19.
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Justin Paulsen & Dubravka Svetina Valdivia. (2022) Examining cognitive diagnostic modeling in classroom assessment conditions. The Journal of Experimental Education 90:4, pages 916-933.
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Nathaniel Paul von der Embse, Stephen P. Kilgus, Katie Eklund, Miranda Zahn, Casie Peet & Sarahy Durango. (2022) Promoting Effective Decision Making: Training Educators to Collect and Use Social–Emotional Skill Assessment Data to Inform Tier 2 Interventions. School Psychology Review 51:5, pages 574-588.
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Qin Xie & Yuqi Lei. (2022) Diagnostic Assessment of L2 Academic Writing Product, Process and Self-regulatory Strategy Use with a Comparative Dimension. Language Assessment Quarterly 19:3, pages 231-263.
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Roghayeh Mehrazmay, Behzad Ghonsooly & Jimmy de la Torre. (2021) Detecting Differential Item Functioning Using Cognitive Diagnosis Models: Applications of the Wald Test and Likelihood Ratio Test in a University Entrance Examination. Applied Measurement in Education 34:4, pages 262-284.
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Vahid Aryadoust. (2021) A Cognitive Diagnostic Assessment Study of the Listening Test of the Singapore–Cambridge General Certificate of Education O-Level: Application of DINA, DINO, G-DINA, HO-DINA, and RRUM. International Journal of Listening 35:1, pages 29-52.
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Matthew D. Finkelman, Jimmy de la Torre & Jeremy A. Karp. (2020) Cognitive diagnosis models and automated test assembly: an approach incorporating response times. International Journal of Testing 20:4, pages 299-320.
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Hongli Li, Min Kyu Kim & Yao Xiong. (2020) Individual Learning Vs. Interactive Learning: A Cognitive Diagnostic Analysis of MOOC Students’ Learning Behaviors. American Journal of Distance Education 34:2, pages 121-136.
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Hamdollah Ravand & Purya Baghaei. (2020) Diagnostic Classification Models: Recent Developments, Practical Issues, and Prospects. International Journal of Testing 20:1, pages 24-56.
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Ying Cui, Qi Guo, Jacqueline P. Leighton & Man-Wai Chu. (2020) Log Data Analysis with ANFIS: A Fuzzy Neural Network Approach. International Journal of Testing 20:1, pages 78-96.
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Zahra Javidanmehr & Mohammad Reza Anani Sarab. (2019) Retrofitting Non-diagnostic Reading Comprehension Assessment: Application of the G-DINA Model to a High Stakes Reading Comprehension Test. Language Assessment Quarterly 16:3, pages 294-311.
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Hamdollah Ravand & Alexander Robitzsch. (2018) Cognitive diagnostic model of best choice: a study of reading comprehension. Educational Psychology 38:10, pages 1255-1277.
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John Sessoms & Robert A. Henson. (2018) Applications of Diagnostic Classification Models: A Literature Review and Critical Commentary. Measurement: Interdisciplinary Research and Perspectives 16:1, pages 1-17.
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Emily R. Lai, Jennifer L. Kobrin, Kristen E. DiCerbo & Laura R. Holland. (2017) Tracing the Assessment Triangle With Learning Progression-Aligned Assessments in Mathematics. Measurement: Interdisciplinary Research and Perspectives 15:3-4, pages 143-162.
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Olga Kunina-Habenicht, André A. Rupp & Oliver Wilhelm. (2017) Incremental Validity of Multidimensional Proficiency Scores from Diagnostic Classification Models: An Illustration for Elementary School Mathematics. International Journal of Testing 17:4, pages 277-301.
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Masoud Kabiri, Mahmood Ghazi-Tabatabaei, Abbas Bazargan, Mohsen Shokoohi-Yekta & Kamal Kharrazi. (2017) Diagnosing Competency Mastery in Science: An Application of GDM to TIMSS 2011 Data. Applied Measurement in Education 30:1, pages 27-38.
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Qin Xie. (2017) Diagnosing university students’ academic writing in English: Is cognitive diagnostic modelling the way forward?. Educational Psychology 37:1, pages 26-47.
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Yunxiao Chen, Jingchen Liu, Gongjun Xu & Zhiliang Ying. (2015) Statistical Analysis of Q-Matrix Based Diagnostic Classification Models. Journal of the American Statistical Association 110:510, pages 850-866.
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Dubravka Svetina & Roy Levy. (2014) A Framework for Dimensionality Assessment for Multidimensional Item Response Models. Educational Assessment 19:1, pages 35-57.
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Roy Levy. (2013) Psychometric and Evidentiary Advances, Opportunities, and Challenges for Simulation-Based Assessment. Educational Assessment 18:3, pages 182-207.
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Hongli Li & HoiK. Suen. (2013) Constructing and Validating a Q-Matrix for Cognitive Diagnostic Analyses of a Reading Test. Educational Assessment 18:1, pages 1-25.
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Xueli Xu. (2012) Review of Diagnostic Measurement: Theories, Methods, and Applications. Structural Equation Modeling: A Multidisciplinary Journal 19:2, pages 320-327.
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Ting Zhang, Judith Torney-Purta & Carolyn Barber. (2012) Students' Conceptual Knowledge and Process Skills in Civic Education: Identifying Cognitive Profiles and Classroom Correlates. Theory & Research in Social Education 40:1, pages 1-34.
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Yi-Hsin Chen, JohnM. Ferron, MarilynS. Thompson, JoannaS. Gorin & KikumiK. Tatsuoka. (2010) Group comparisons of mathematics performance from a cognitive diagnostic perspective. Educational Research and Evaluation 16:4, pages 325-343.
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Sandip Sinharay, Gautam Puhan & ShelbyJ. Haberman. (2010) Reporting Diagnostic Scores in Educational Testing: Temptations, Pitfalls, and Some Solutions. Multivariate Behavioral Research 45:3, pages 553-573.
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Andreas Frey & ClausH. Carstensen. (2009) Diagnostic Classification Models and Multidimensional Adaptive Testing: A Commentary on Rupp and Templin. Measurement: Interdisciplinary Research and Perspectives 7:1, pages 58-61.
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Hong Jiao. (2009) Diagnostic Classification Models: Which One Should I Use?. Measurement: Interdisciplinary Research and Perspectives 7:1, pages 65-67.
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Matthias von Davier. (2009) Some Notes on the Reinvention of Latent Structure Models as Diagnostic Classification Models. Measurement: Interdisciplinary Research and Perspectives 7:1, pages 67-74.
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GregoryR. Hancock. (2009) Diagnostic Classification Modeling: Opportunity for Identity. Measurement: Interdisciplinary Research and Perspectives 7:1, pages 62-64.
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Curtis Tatsuoka. (2009) Diagnostic Models as Partially Ordered Sets. Measurement: Interdisciplinary Research and Perspectives 7:1, pages 49-53.
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Sandip Sinharay & ShelbyJ. Haberman. (2009) How Much can we Reliably Know About what Examinees Know?. Measurement: Interdisciplinary Research and Perspectives 7:1, pages 46-49.
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Gunter Maris & Timo Bechger. (2009) Equivalent Diagnostic Classification Models. Measurement: Interdisciplinary Research and Perspectives 7:1, pages 41-46.
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RobertA. Henson. (2009) Diagnostic Classification Models: Thoughts and Future Directions. Measurement: Interdisciplinary Research and Perspectives 7:1, pages 34-36.
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JoannaS. Gorin. (2009) Diagnostic Classification Models: Are they Necessary? Commentary on Rupp and Templin (2008)
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Oliver Wilhelm & Alexander Robitzsch. (2009) Have Cognitive Diagnostic Models Delivered Their Goods? Some Substantial and Methodological Concerns. Measurement: Interdisciplinary Research and Perspectives 7:1, pages 53-57.
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Roy Levy. (2009) Evidentiary Reasoning in Diagnostic Classification Models. Measurement: Interdisciplinary Research and Perspectives 7:1, pages 36-41.
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JacquelineP. Leighton. (2008) Where's the Psychology? A Commentary on “Unique Characteristics of Diagnostic Classification Models: A Comprehensive Review of the Current State-of-the-Art”. Measurement: Interdisciplinary Research and Perspectives 6:4, pages 272-275.
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