Funder
Directorate for Education and Human Resources
Publisher
Springer Science and Business Media LLC
Reference57 articles.
1. Alonzo, A. C., & Steedle, J. T. (2009). Developing and accessing a force and motion learning progression. Science Education, 93(3), 389–421.
2. Bradshaw, L., & Templin, J. (2014). Combining item response theory and diagnostic classification models: A psychometric model for scaling ability and diagnosing misconceptions. Psychometrika, 79(3), 403–425.
3. Briggs, D. C., Alonzo, A. C., Schwab, C., & Wilson, M. (2006). Diagnostic assessment with ordered multiple-choice items. Educational Assessment, 11(1), 33–63.
4. Chattergoon, R. (2020). Using polytomous item response theory models to validate learning progressions. Univeristy of Colorado at Boulder, Doctoral Dissertation.
5. Chen, Y., & Wang, S. (2023). Bayesian estimation of attribute hierarchy for cognitive diagnosis models. Journal of Educaitonal and Behavorial Statistics. https://doi.org/10.3102/10769986231174918
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献