Lientje Maas
Biographic Data
| ID | 9726889 |
|---|---|
| NAME | Lientje Maas |
| GIVEN NAMES | Lientje |
| FAMILY NAME | Maas |
| SIGNATURE | MAAS L |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0001-5334-1755 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Properties and performance of the one-parameter log-linear cognitive diagnosis model
Diagnostic classification models (DCMs) are psychometric models that yield probabilistic classifications of respondents according to a set of discrete latent variables. The current study examines the recently introduced one-parameter log-linear cognitive diagnosis model (1-PLCDM), which has increased interpretability compared with general DCMs due to useful measurement properties like sum score sufficiency and invariance properties. We demonstrat…
Conscientiousness as a Predictor of the Gender Gap in Academic Achievement
In recent decades, female students have been more successful in higher education than their male counterparts in the United States and other industrialized countries. A promising explanation for this gender gap are differences in personality, particularly higher levels of conscientiousness among women. Using Structural Equation Modeling on data from 4719 Dutch university students, this study examined to what extent conscientiousness can account f…
Diagnostic Classification Models for Actionable Feedback in Education: Effects of Sample Size and Assessment Length
E-learning is increasingly used to support student learning in higher education. This results in huge amounts of item response data containing valuable information about students’ strengths and weaknesses that can be used to provide effective feedback to both students and teachers. However, in current practice, feedback in e-learning is often given in the form of a simple proportion of correctly solved items rather than diagnostic, actionable fee…
No prominent works on this page.
Diagnostic Classification Models for Actionable Feedback in Education: Effects of Sample Size and Assessment Length
E-learning is increasingly used to support student learning in higher education. This results in huge amounts of item response data containing valuable information about students’ strengths and weaknesses that can be used to provide effective feedback to both students and teachers. However, in current practice, feedback in e-learning is often given in the form of a simple proportion of correctly solved items rather than diagnostic, actionable fee…
Conscientiousness as a Predictor of the Gender Gap in Academic Achievement
In recent decades, female students have been more successful in higher education than their male counterparts in the United States and other industrialized countries. A promising explanation for this gender gap are differences in personality, particularly higher levels of conscientiousness among women. Using Structural Equation Modeling on data from 4719 Dutch university students, this study examined to what extent conscientiousness can account f…
Properties and performance of the one-parameter log-linear cognitive diagnosis model
Diagnostic classification models (DCMs) are psychometric models that yield probabilistic classifications of respondents according to a set of discrete latent variables. The current study examines the recently introduced one-parameter log-linear cognitive diagnosis model (1-PLCDM), which has increased interpretability compared with general DCMs due to useful measurement properties like sum score sufficiency and invariance properties. We demonstrat…
Psychology (3 works) · Computer Science (2 works) · Machine learning (2 works) · Mathematics (2 works) · Statistics (2 works) · Academic achievement (1 works) · Applied Mathematics (1 works) · Artificial Intelligence (1 works) · Bayesian Modeling and Causal Inference (1 works) · Big Five personality traits (1 works)