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Model Data Fit Comparison between DINA and G-DINA in Cognitive Diagnostic Models

Received: 3 December 2013     Published: 20 December 2013
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Abstract

In this study, item and model data fit indices, calculated by DINA and G-DINA Models using the same sample and Q matrix, are analyzed. Fit indices for these two models from Cognitive Diagnostic Models are analyzed using 2LL, AIC and BIC statistics. Item fit indices are analyzed using residual correlations and probabilities. Analysis results showed G-DINA model had better fit results than DINA model. DINA model could give rather better results to estimate student profile in tests where higher level and progressive behaviors are used together. On the other hand, G-DINA model weights required attributes for an item when estimating student profile. Therefore in items requiring more than one attributes, contributions of attributes to probability that a student answers the item correctly are not equal. This provides an important advantage to testers to evaluate multiple choice items in assessing complex and prerequisite forming patterns.

Published in Education Journal (Volume 2, Issue 6)
DOI 10.11648/j.edu.20130206.18
Page(s) 256-262
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2013. Published by Science Publishing Group

Keywords

Cognitive Diagnostic Models, DINA Model, G-DINA Model, Model Fit Indices

References
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Cite This Article
  • APA Style

    T. Oguz Basokcu, Tuncay Ogretmen, Hulya Kelecioglu. (2013). Model Data Fit Comparison between DINA and G-DINA in Cognitive Diagnostic Models. Education Journal, 2(6), 256-262. https://doi.org/10.11648/j.edu.20130206.18

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    ACS Style

    T. Oguz Basokcu; Tuncay Ogretmen; Hulya Kelecioglu. Model Data Fit Comparison between DINA and G-DINA in Cognitive Diagnostic Models. Educ. J. 2013, 2(6), 256-262. doi: 10.11648/j.edu.20130206.18

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    AMA Style

    T. Oguz Basokcu, Tuncay Ogretmen, Hulya Kelecioglu. Model Data Fit Comparison between DINA and G-DINA in Cognitive Diagnostic Models. Educ J. 2013;2(6):256-262. doi: 10.11648/j.edu.20130206.18

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  • @article{10.11648/j.edu.20130206.18,
      author = {T. Oguz Basokcu and Tuncay Ogretmen and Hulya Kelecioglu},
      title = {Model Data Fit Comparison between DINA and G-DINA in Cognitive Diagnostic Models},
      journal = {Education Journal},
      volume = {2},
      number = {6},
      pages = {256-262},
      doi = {10.11648/j.edu.20130206.18},
      url = {https://doi.org/10.11648/j.edu.20130206.18},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20130206.18},
      abstract = {In this study, item and model data fit indices, calculated by DINA and G-DINA Models using the same sample and Q matrix, are analyzed. Fit indices for these two models from Cognitive Diagnostic Models are analyzed using 2LL, AIC and BIC statistics. Item fit indices are analyzed using residual correlations and probabilities.  Analysis results showed G-DINA model had better fit results than DINA model. DINA model could give rather better results to estimate student profile in tests where higher level and progressive behaviors are used together.  On the other hand, G-DINA model weights required attributes for an item when estimating student profile. Therefore in items requiring more than one attributes, contributions of attributes to probability that a student answers the item correctly are not equal. This provides an important advantage to testers to evaluate multiple choice items in assessing complex and prerequisite forming patterns.},
     year = {2013}
    }
    

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  • TY  - JOUR
    T1  - Model Data Fit Comparison between DINA and G-DINA in Cognitive Diagnostic Models
    AU  - T. Oguz Basokcu
    AU  - Tuncay Ogretmen
    AU  - Hulya Kelecioglu
    Y1  - 2013/12/20
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    N1  - https://doi.org/10.11648/j.edu.20130206.18
    DO  - 10.11648/j.edu.20130206.18
    T2  - Education Journal
    JF  - Education Journal
    JO  - Education Journal
    SP  - 256
    EP  - 262
    PB  - Science Publishing Group
    SN  - 2327-2619
    UR  - https://doi.org/10.11648/j.edu.20130206.18
    AB  - In this study, item and model data fit indices, calculated by DINA and G-DINA Models using the same sample and Q matrix, are analyzed. Fit indices for these two models from Cognitive Diagnostic Models are analyzed using 2LL, AIC and BIC statistics. Item fit indices are analyzed using residual correlations and probabilities.  Analysis results showed G-DINA model had better fit results than DINA model. DINA model could give rather better results to estimate student profile in tests where higher level and progressive behaviors are used together.  On the other hand, G-DINA model weights required attributes for an item when estimating student profile. Therefore in items requiring more than one attributes, contributions of attributes to probability that a student answers the item correctly are not equal. This provides an important advantage to testers to evaluate multiple choice items in assessing complex and prerequisite forming patterns.
    VL  - 2
    IS  - 6
    ER  - 

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Author Information
  • Department of Assessment and Evaluation in Education, Ege University, ?zmir, Turkey

  • Department of Assessment and Evaluation in Education, Ege University, ?zmir, Turkey

  • Department of Assessment and Evaluation in Education, Hacettepe University, Ankara, Turkey

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