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Using Response Times and Response Accuracy to Measure Fluency Within Cognitive Diagnosis Models
1University of Georgia, Athens, USA. swang44@uga.edu.
Psychometrika
|August 21, 2020
Summary
This study introduces a new method to measure student skill mastery by combining response accuracy and time, offering deeper insights than traditional methods.
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.
