Examining Parameter Invariance in a General Diagnostic Classification Model

The present study aimed at investigating invariance of a diagnostic classification model (DCM) for reading comprehension across gender. In contrast to models with continuous traits, diagnostic classification models inform mastery of a finite set of latent attributes, e.g., vocabulary or syntax in th...

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Main Authors: Hamdollah Ravand, Purya Baghaei, Philip Doebler
Format: Article
Language:English
Published: Frontiers Media S.A. 2020-01-01
Series:Frontiers in Psychology
Subjects:
Online Access:https://www.frontiersin.org/article/10.3389/fpsyg.2019.02930/full
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spelling doaj-2bca4d28dd0b4c2db310d58aeb150b902020-11-25T02:39:35ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-01-011010.3389/fpsyg.2019.02930486242Examining Parameter Invariance in a General Diagnostic Classification ModelHamdollah Ravand0Purya Baghaei1Philip Doebler2English Department, Vali-e-Asr University of Rafsanjan, Rafsanjan, IranEnglish Department, Mashhad Branch, Islamic Azad University of Mashhad, Mashhad, IranDepartment of Statistics, Technical University Dortmund, Dortmund, GermanyThe present study aimed at investigating invariance of a diagnostic classification model (DCM) for reading comprehension across gender. In contrast to models with continuous traits, diagnostic classification models inform mastery of a finite set of latent attributes, e.g., vocabulary or syntax in the reading context, and allow to provide fine grained feedback to learners and instructors. The generalized deterministic, noisy “and” gate (G-DINA) model was fit to item responses of 1000 male and female individuals to a high-stakes reading comprehension test. Use of the G-DINA model allowed for minimal assumption on the relationship of latent attribute profiles and item-specific response probabilities, i.e., the G-DINA model can represent compensatory or non-compensatory relationships of latent attributes and response probabilities. Item parameters were compared across the two samples, and only a small number of item parameters were statistically different between the two groups, corroborating the result of a formal measurement invariance test based on the multigroup G-DINA model. Neither correlations between latent attributes were significantly different across the two groups, nor mastery probabilities for any of the attributes. Model selection at item level showed that from among the 18 items that required multiple attributes, 16 items picked different rules (DCMs) across the groups. While this seems to suggest that the relationship among the attributes of reading comprehension differs across the two groups, a closer inspection of the rules picked by the items showed that almost in all cases the relationships were very similar. If a compensatory DCM was suggested by the G-DINA framework for an item in the female group, a model belonging to the same family resulted for the male group.https://www.frontiersin.org/article/10.3389/fpsyg.2019.02930/fullparameter invariancediagnostic classification modelsG-DINAitem responseattributereading comprehension
collection DOAJ
language English
format Article
sources DOAJ
author Hamdollah Ravand
Purya Baghaei
Philip Doebler
spellingShingle Hamdollah Ravand
Purya Baghaei
Philip Doebler
Examining Parameter Invariance in a General Diagnostic Classification Model
Frontiers in Psychology
parameter invariance
diagnostic classification models
G-DINA
item response
attribute
reading comprehension
author_facet Hamdollah Ravand
Purya Baghaei
Philip Doebler
author_sort Hamdollah Ravand
title Examining Parameter Invariance in a General Diagnostic Classification Model
title_short Examining Parameter Invariance in a General Diagnostic Classification Model
title_full Examining Parameter Invariance in a General Diagnostic Classification Model
title_fullStr Examining Parameter Invariance in a General Diagnostic Classification Model
title_full_unstemmed Examining Parameter Invariance in a General Diagnostic Classification Model
title_sort examining parameter invariance in a general diagnostic classification model
publisher Frontiers Media S.A.
series Frontiers in Psychology
issn 1664-1078
publishDate 2020-01-01
description The present study aimed at investigating invariance of a diagnostic classification model (DCM) for reading comprehension across gender. In contrast to models with continuous traits, diagnostic classification models inform mastery of a finite set of latent attributes, e.g., vocabulary or syntax in the reading context, and allow to provide fine grained feedback to learners and instructors. The generalized deterministic, noisy “and” gate (G-DINA) model was fit to item responses of 1000 male and female individuals to a high-stakes reading comprehension test. Use of the G-DINA model allowed for minimal assumption on the relationship of latent attribute profiles and item-specific response probabilities, i.e., the G-DINA model can represent compensatory or non-compensatory relationships of latent attributes and response probabilities. Item parameters were compared across the two samples, and only a small number of item parameters were statistically different between the two groups, corroborating the result of a formal measurement invariance test based on the multigroup G-DINA model. Neither correlations between latent attributes were significantly different across the two groups, nor mastery probabilities for any of the attributes. Model selection at item level showed that from among the 18 items that required multiple attributes, 16 items picked different rules (DCMs) across the groups. While this seems to suggest that the relationship among the attributes of reading comprehension differs across the two groups, a closer inspection of the rules picked by the items showed that almost in all cases the relationships were very similar. If a compensatory DCM was suggested by the G-DINA framework for an item in the female group, a model belonging to the same family resulted for the male group.
topic parameter invariance
diagnostic classification models
G-DINA
item response
attribute
reading comprehension
url https://www.frontiersin.org/article/10.3389/fpsyg.2019.02930/full
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