Title:
Guessing and cognitive diagnostics: A general multicomponent latent trait model for diagnosis

dc.contributor.advisor Embretson, Susan E.
dc.contributor.author Lutz, Megan Elyse
dc.contributor.committeeMember Hertzog, Christopher
dc.contributor.committeeMember Morley, Tom
dc.contributor.committeeMember Spieler, Daniel
dc.contributor.committeeMember Templin, Jonathan
dc.contributor.department Psychology
dc.date.accessioned 2015-06-08T18:14:33Z
dc.date.available 2015-06-09T05:30:07Z
dc.date.created 2014-05
dc.date.issued 2014-04-02
dc.date.submitted May 2014
dc.date.updated 2015-06-08T18:14:33Z
dc.description.abstract A common issue noted by detractors of the traditional scoring of Multiple Choice (MC) tests is the confounding of guessing or other false positives with partial knowledge and full knowledge. The current study provides a review of classical test theory (CTT) approaches to handling guessing and partial knowledge. When those methods are rejected, the item response theory (IRT) and cognitive diagnostic modeling (CDM) approaches, and their relative strengths and weaknesses, are considered. Finally, a generalization of the Multicomponent Latent Trait Model for Diagnosis (MLTM-D; Embretson & Yang, 2013) is proposed. The results of a simulation study are presented, which indicate that, in the presence of guessing, the proposed model has more reliable and accurate item parameter estimates than the MLTM-D, generally yielding better recovery of person parameters. Discussion of the methods and findings, as well as some suggested directions for further study, is included.
dc.description.degree Ph.D.
dc.embargo.terms 2015-05-01
dc.format.mimetype application/pdf
dc.identifier.uri http://hdl.handle.net/1853/53446
dc.language.iso en_US
dc.publisher Georgia Institute of Technology
dc.subject Cognitive diagnostic models
dc.subject Achievement testing
dc.title Guessing and cognitive diagnostics: A general multicomponent latent trait model for diagnosis
dc.type Text
dc.type.genre Dissertation
dspace.entity.type Publication
local.contributor.advisor Embretson, Susan E.
local.contributor.corporatename College of Sciences
local.contributor.corporatename School of Psychology
relation.isAdvisorOfPublication 19f0fa71-2cea-4ce0-851b-e019cc56c45a
relation.isOrgUnitOfPublication 85042be6-2d68-4e07-b384-e1f908fae48a
relation.isOrgUnitOfPublication 768a3cd1-8d73-4d47-b418-0fc859ce897d
thesis.degree.level Doctoral
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