Rule Space
An Approach for Dealing With Misconceptions Based on Item Response Theory
Bibliographic Data
| ID | 23318025 |
|---|---|
| Authors | Kikumi K Tatsuoka (University of Illinois Urbana-Champaign, corresponding author) |
| Year | 1983 |
| Volume | 20 |
| Issue | 4 |
| Pages | 345-354 |
| Publication date | 1983-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Educational Measurement (JOURNAL) |
| Journal identifiers | ISSN: 0022-0655 • E-ISSN: 1745-3984 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1745-3984.1983.tb00212.x |
| OpenAlex | W2148415528 |
| Language | EN |
| Citations received | 77 |
| References cited | 10 |
Citation · Corporation · Library science · Management · Mathematics education · Political science · Sociology · Cognitive and developmental aspects of mathematical skills · Computer Science · Intelligent Tutoring Systems and Adaptive Learning · Law · Psychology · Spatial Cognition and Navigation
Analysis of Clinical Data From a Cognitive Diagnosis Modeling Framework
A Polytomous Extension of Rule Space Method Based on Graded Response Model
Joint cognitive diagnostic modeling for probabilistic attributes incorporating item responses and response times
Using confirmatory compensatory multidimensional IRT models to do cognitive diagnosis
The selection of cognitive diagnostic models for a reading comprehension test
Measuring leadership development in workplace learning using automated assessments
Regards sur l’évaluation diagnostique
Feedback in written instruction
The Generalized Dina Model Framework
Measurement of psychological disorders using cognitive diagnosis models.
Item Selection Criteria With Practical Constraints in Cognitive Diagnostic Computerized Adaptive Testing
Cognitive Diagnostic Assessment with Different Weight for Attribute
Defining an optimal cut-off for subscales without a gold standard
Improving Cognitive Diagnostic Computerized Adaptive Testing by Balancing Attribute Coverage
Evaluating Person-Parameter Estimation Methods in Cognitive-Diagnostic Models with Testlet Effects
How do L2 writing subskills interact hierarchically? Insights from diagnostic classification models
Elementary School Students’ Ecosystem Scientific Argumentation Based on the Rule-Space Model
A multiple‐choice SDT model for cognitive diagnosis models
Composite marginal likelihood estimation of higher‐order diagnostic classification models under high dimensionality
A cognitive diagnosis model for latent classification of bounded continuous variables
Quelques nouveaux modèles de mesure
Odyssée des modèles de classification diagnostique (MCD)
Measuring cognitive levels in high-stakes testing
Connected or compartmentalized knowledge use
Profile analysis of students with reading comprehension difficulties
Ew-KNN
Advancing classification methods in computerized testing
Cognitive diagnostic assessment with ordered multiple-choice items for word problems involving ‘Time’
Targeted assessment of hypothesis testing skills using cognitive diagnostic models
Do background characteristics matter in Children's mastery of digital literacy? A cognitive diagnosis model analysis
Aligning objectives with assessment in online courses
Assessing digital etiquette in adolescents
Cognitive Diagnosis of EFL Integrated Writing under Interactive Noise Input Conditions
Diagnosing Chinese EFL learners’ writing ability using polytomous cognitive diagnostic models
Development and validation of the Intervention Skills Profile–Skills
Assessing concept mapping competence using item expansion‐based diagnostic classification analysis
A Polytomous Extension of Attribute Hierarchy Method Based on Graded Response Model
Analysis of Clinical Data From Cognitive Diagnosis Modeling Framework
Diagnosing listening and reading skills in the Chinese EFL context
A practical illustration of multidimensional diagnostic skills profiling
An international comparison using Cognitive Diagnostic Assessment
Diagnostic assessment in TIMSS-R
Evaluating the Assessment
Linkage between teacher quality, student achievement,and cognitive skills
The Effects of Q-Matrix Misspecification on Parameter Estimates and Classification Accuracy in the Dina Model
Poisson Diagnostic Classification Models
On Agreement of Diagnostic Classifications from Parallel Subtests
Misspecification of Attribute Structure in Diagnostic Measurement
Conjunctive and Disjunctive Extensions of the Least Squares Distance Model of Cognitive Diagnosis
Assessing Fit of Cognitive Diagnostic Models A Case Study
Mutual Information Item Selection Method in Cognitive Diagnostic Computerized Adaptive Testing With Short Test Length
The Effects of Q-Matrix Design on Classification Accuracy in the Log-Linear Cognitive Diagnosis Model
Assessing Change in Latent Skills Across Time With Longitudinal Cognitive Diagnosis Modeling
The Impact of Q-Matrix Designs on Diagnostic Classification Accuracy in the Presence of Attribute Hierarchies
Relative Diagnostic Profile
Retrofitting Diagnostic Classification Models to Responses From IRT-Based Assessment Forms
Incorporating the Q-Matrix Into Multidimensional Item Response Theory Models
Profiling Chinese character acquisition by CSL learners
Modification of Tatsuoka’s Q Matrix Theory
Attribute Hierarchy Method Based on Graded Response Model with Different Scoring-Weight for Attributes
Cognitive diagnostic assessment of L2 reading comprehension ability
Detecting native language group differences at the subskills level of reading
How do young students with different profiles of reading skill mastery, perceived ability, and goal orientation respond to holistic diagnostic feedback
Diagnosing EAP writing ability using the Reduced Reparameterized Unified Model
Examining the L2 reading comprehension ability of adult ELLs
Gleaning Information for Cognitive Operations from Don’t Know Responses in Cognitive and Noncognitive Assessments
Nonparametric Calibration of Item-by-Attribute Matrix in Cognitive Diagnosis
A Higher-Order Cognitive Diagnosis Model with Ordinal Attributes for Dichotomous Response Data
Sequential Gibbs Sampling Algorithm for Cognitive Diagnosis Models with Many Attributes
Reporting Diagnostic Scores in Educational Testing
Modification Indices for Diagnostic Classification Models
A Nondiagnostic Assessment for Diagnostic Purposes
A Note on the Relationship of the Shannon Entropy Procedure and the Jensen–Shannon Divergence in Cognitive Diagnostic Computerized Adaptive Testing
Mathematical Knowledge Learning Trajectories
Modeling Skipped Items in Cognitive Diagnostic Assessments
Students' Conceptual Knowledge and Process Skills in Civic Education
Patterns of Diagnosed Mathematical Content and Process Skills in TIMSS-R Across a Sample of 20 Countries
| Unique citing works | 77 |
|---|---|
| Citations per year | 2,08 |
| Citation span | 1989 - 2026 (38) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 71 |