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    Area of Science:

    • Psychometrics
    • Cognitive Psychology
    • Educational Measurement

    Background:

    • Item difficulty analysis is crucial for test development.
    • Validating cognitive operations in test items is a significant challenge.
    • Previous methods often rely on the linear logistic test model.

    Purpose of the Study:

    • To introduce and validate a new method for assessing cognitive operations in test items.
    • To compare structural equation modeling (SEM) with the linear logistic test model (LLTM).
    • To enhance the selection and development of effective test items.

    Main Methods:

    • Employed structural equation modeling (SEM) to analyze cognitive subordination relationships.
    • Utilized data from ninth graders' algebra test scores.
    • Compared SEM results with those from the linear logistic test model (LLTM).

    Main Results:

    • The structural equation model demonstrated a good fit, supporting the cognitive model of item difficulty.
    • SEM provides a viable alternative for validating cognitive operations.
    • Comparative analysis with LLTM results was performed.

    Conclusions:

    • Structural equation modeling offers a robust approach to validating cognitive models in test items.
    • This method can improve the psychometric properties and cognitive underpinnings of assessment tools.
    • Findings contribute to bridging psychometrics and cognitive psychology in test design.