Psychological Test and Assessment Modeling, Special Issue Current Methodological Issues in Educational Large-Scale Assessments - Part II

in Psychological Test and Assessment Modeling (2017), 59

Current methodological issues in educational large-scale assessments. Part 2. Special Issue

in Psychological Test and Assessment Modeling (2017)

Editorial to the special issue current methodological issues in educational large-scale assessments. Part 1

in Psychological Test and Assessment Modeling (2016), 58

The systematic variation of task characteristics facilitates the understanding of task difficulty: A cognitive diagnostic modeling approach to complex problem solving

in Psychological Test and Assessment Modeling (2014), 56(1), 83-103

Since the 1960ies, when pioneering research on Item Response Theory (IRT) was published, considerable progress has been made with regard to the psychometrical quality of psychological assessment tools ... [more ▼]

Since the 1960ies, when pioneering research on Item Response Theory (IRT) was published, considerable progress has been made with regard to the psychometrical quality of psychological assessment tools. One recent development building upon IRT is the introduction of Cognitive Diagnostic Modeling (CDM). The major goal of introducing CDM was to develop methods that allow for examining which cognitive processes are involved when a person is working on a specific assessment task. More precisely, CDM enables researchers to investigate whether assumed task characteristics drive item difficulty and, thus, person ability parameters. This may – at least according to the assumption inherent in CDM - allow conclusions about cognitive processes involved in assessment tasks. In this study, out of the numerous CDMs available the Least Square Distance Method (LSDM; Dimitrov, 2012) was applied to investigate psychometrical qualities of an assessment instrument measuring Complex Problem Solving (CPS) skills. For the purpose of the study, two task characteristics essential for mastering CPS tasks were identified ex-ante – degree of connectivity and presence of indirect effects by adding eigendynamics to the task. The study examined whether and how the two hypothesized task characteristics drive item difficulty of two CPS dimensions, knowledge acquisition and knowledge application. The sample consisted of 490 German high school students, who completed the computer-based CPS assessment instrument MicroDYN. The two task characteristics in MicroDYN items were varied systematically. Results obtained in LSDM indicated that the two hypothesized task characteristics, degree of connectivity and introducing indirect effects, drove item difficulty only for knowledge acquisition. Hence, other task characteristics that may determine item difficulty of knowledge application need to be investigated in future studies in order to provide a sound measurement of CPS. [less ▲]