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Using Response Times and Response Accuracy to Measure Fluency Within Cognitive Diagnosis Models.

Shiyu Wang1, Yinghan Chen2

  • 1University of Georgia, Athens, USA. swang44@uga.edu.

Psychometrika
|August 21, 2020
PubMed
Summary

This study introduces a new method to measure student skill mastery by combining response accuracy and time, offering deeper insights than traditional methods.

Keywords:
diagnostic classification modelfluencyresponse times

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Area of Science:

  • Educational Measurement
  • Psychometrics
  • Cognitive Science

Background:

  • The Every Student Succeed Act promotes innovative assessments for student mastery.
  • Skill mastery requires both accuracy and fluency.
  • Current cognitive diagnosis models (CDM) often rely solely on response accuracy.

Purpose of the Study:

  • To propose and validate a novel approach for measuring skill fluency.
  • To integrate response times with response accuracy within a cognitive diagnosis model framework.
  • To enhance the assessment of student mastery levels.

Main Methods:

  • Development of a polytomous response accuracy model and two response time models.
  • Jointly inferring fluency as the highest latent attribute.
  • Utilizing a Bayesian estimation approach for model calibration.
  • Application to spatial rotation test data.

Main Results:

  • The proposed joint models provide richer information on spatial skills compared to accuracy-only CDMs.
  • Demonstrated the effectiveness of integrating response time and accuracy.
  • Simulation studies confirmed the accuracy of the estimation algorithm.

Conclusions:

  • Combining response time and accuracy offers a more comprehensive measure of skill fluency.
  • The proposed cognitive diagnosis models advance educational assessment practices.
  • This approach provides valuable feedback on student mastery beyond simple accuracy.