| dc.contributor.author |
Embretson, Susan E. |
|
| dc.contributor.author |
Yang, Xiangdong |
|
| dc.date.accessioned |
2010-07-27T14:24:11Z |
|
| dc.date.accessioned |
2015-07-13T10:03:02Z |
|
| dc.date.available |
2010-07-27T14:24:11Z |
|
| dc.date.available |
2015-07-13T10:03:02Z |
|
| dc.date.issued |
2007 |
|
| dc.identifier.citation |
Yang, X., & Embretson, S. E. (2007). Construct validity and cognitive diagnostic assessment. In J. P. Leighton., & M. Gierl (Eds.), Cognitive Diagnostic Assessment for Education. New York: Cambridge University Press |
en_US |
| dc.identifier.isbn |
978-0-521-68421-7 |
|
| dc.identifier.uri |
http://hdl.handle.net/1853/34250 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/1853/34250 |
|
| dc.description.abstract |
Cognitive diagnostic assessment (CDA) is increasingly a major focus in psychological and educational measurement. Instead of inferring a general response tendency or behavior consistency of an examinee over
a target domain of measurement, diagnostic assessment results provide a detailed account of the underlying cognitive basis of the examinee's performance by mining the richer information that is afforded by
specific response patterns. |
en_US |
| dc.language.iso |
en_US |
en_US |
| dc.publisher |
Georgia Institute of Technology |
en_US |
| dc.subject |
Cognitive diagnostic assessment |
en_US |
| dc.subject |
Construct validity |
en_US |
| dc.subject |
Diagnostic testing |
|
| dc.title |
Construct Validity and Cognitive Diagnostic Assessment |
en_US |
| dc.type |
Book chapter |
en_US |
| dc.contributor.corporatename |
Georgia Institute of Technology. School of Psychology |
|
| dc.publisher.original |
Cambridge University Press |
|