TDCM-package {TDCM}R Documentation

The Transition Diagnostic Classification Model Framework

Description

For conducting longitudinal DCM analysis within the TDCM framework.

Details

Diagnostic classification models (DCMs) are psychometric models designed to classify examinees according to their proficiency on a set of categorical latent traits, known as attributes. Longitudinal DCMs have been developed as psychometric options for modeling changes in attribute proficiency over time.

The TDCM package implements estimation of the transition DCM (TDCM; Madison & Bradshaw, 2018a), a longitudinal extension of the log-linear cognitive diagnosis model (LCDM; Henson, Templin, & Willse, 2009). As the LCDM subsumes many other DCMs, many other DCMs can be estimated longitudinally via the TDCM. The package includes functions to estimate the single-group and multigroup TDCM, summarize results of interest including item parameters, growth proportions, transition probabilities, transitional reliability, attribute correlations, model fit, and growth plots.

Author(s)

Matthew J. Madison, University of Georgia, mjmadison@uga.edu

Sergio Haab, University of Iowa

Minjeong Jeon, University of California - Los Angeles

Michael E. Cotterell, University of Georgia

References

de la Torre, J. (2011). The generalized DINA model framework. Psychometrika, 76, 179-199.

George, A. C., Robitzsch, A., Kiefer, T., Gross, J., & Ünlü , A. (2016). The R package CDM for cognitive diagnosis models. Journal of Statistical Software, 74(2), 1-24.

Henson, R., Templin, J., & Willse, J. (2009). Defining a family of cognitive diagnosis models using log linear models with latent variables. Psychometrika, 74, 191-21.

Johnson, M. S., & Sinharay, S. (2020). The reliability of the posterior probability of skill attainment in diagnostic classification models. Journal of Educational Measurement, 47(1), 5 – 31.

Kaya, Y., & Leite, W. (2017). Assessing change in latent skills across time with longitudinal cognitive diagnosis modeling: An evaluation of model performance. Educational and Psychological Measurement, 77(3), 369–388.

Li, F., Cohen, A., Bottge, B., & Templin, J. (2015). A latent transition analysis model for assessing change in cognitive skills. Educational and Psychological Measurement, 76(2), 181–204.

Madison, M. J. (2019). Reliably assessing growth with longitudinal diagnostic classification models. Educational Measurement: Issues and Practice, 38(2), 68-78.

Madison, M. J., & Bradshaw, L. (2018a). Assessing growth in a diagnostic classification model framework. Psychometrika, 82(4), 963-990.

Madison, M. J., & Bradshaw, L. (2018b). Evaluating intervention effects in a diagnostic classification model framework. Journal of Educational Measurement, 55(1), 32-51.

Madison, M.J., Chung, S., Kim, J. et al. Approaches to estimating longitudinal diagnostic classification models. Behaviormetrika (2023).

Rupp, A. A., Templin, J., & Henson, R. (2010). Diagnostic measurement: Theory, methods, and applications. New York: Guilford.

Schellman, M., & Madison, M. J. (2021, July). Estimating the reliability of skill transition in longitudinal DCMs. Paper presented at the 2021 International Meeting of the Psychometric Society.

Templin, J., & Bradshaw, L. (2013). Measuring the reliability of diagnostic classification model examinee estimates. Journal of Classification, 30, 251-275.

Wang. S., Yang. Y., Culpepper, S. A., & Douglas, J. (2018). Tracking Skill Acquisition with cognitive diagnosis models: A higher-order, hidden Markov model with covariates. Journal of Educational and Behavioral Statistics, 43(1), 57-87.

See Also

Useful links:


[Package TDCM version 0.1.0 Index]