Modification Indices for Diagnostic Classification Models

Abstract

Diagnostic classification models (DCMs) are psychometric models for evaluating a student’s mastery of the essential skills in a content domain based upon their responses to a set of test items. Currently, diagnostic model and/or Q-matrix misspecification is a known problem with limited avenues for remediation. To address this problem, this paper defines a one-sided score statistic that is a computationally efficient method for detecting under-specification at the item level of both the Q-matrix and the model parameters of the particular DCM chosen in an analysis. This method is analogous to the modification indices widely used in structural equation modeling. The results of a simulation study show the Type I error rate of modification indices for DCMs are acceptably close to the nominal significance level when the appropriate mixture ${\chi }^2$ reference distribution is used. The simulation results indicate that modification indices are very powerful in the detection of an under-specified Q-matrix and have ample power to detect the omission of model parameters in large samples or when the items are highly discriminating. An application of modification indices for DCMs to an analysis of response data from a large-scale administration of a diagnostic test demonstrates how they can be useful in diagnostic model refinement.

KEYWORDS:

• Diagnostic classification models
• model selection
• Q-matrix misspecification
• modification index
• one-sided score test

Article information

Conflict of Interest Disclosures: Each author signed a form for disclosure of potential conflicts of interest. No authors reported any financial or other conflicts of interest in relation to the work described.

Ethical Principles: The authors affirm having followed professional ethical guidelines in preparing this work. These guidelines include obtaining informed consent from human participants, maintaining ethical treatment and respect for the rights of human or animal participants, and ensuring the privacy of participants and their data, such as ensuring that individual participants cannot be identified in reported results or from publicly available original or archival data.

Funding: Jonathan Templin was supported by Grants DRL-1813760 from the National Science Foundation and R305A190079 from the Institute of Education Sciences.

Role of the Funders/Sponsors: None of the funders or sponsors of this research had any role in the design and conduct of the study; collection, management, analysis, and interpretation of data; preparation, review, or approval of the manuscript; or decision to submit the manuscript for publication.

Acknowledgments: The authors would like to thank the reviewers and editors for their comments on prior versions of this manuscript. The ideas and opinions expressed herein are those of the authors alone, and endorsement by the author's institutions, the National Science Foundation, and the Institute of Education Sciences is not intended and should not be inferred.