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List of Contributors vii
The Basis of Cognitive Diagnostic Assessment
Why Cognitive Diagnostic Assessment? Jacqueline P. Leighton Mark J. Gierl 3
The Demand for Cognitive Diagnostic Assessment Kristen Huff Dean P. Goodman 19
Cognitive Modeling of Performance on Diagnostic Achievement Tests: A Philosophical Analysis and Justification Stephen P. Norris John S. Macnab Linda M. Phillips 61
Test Validity in Cognitive Assessment Denny Borsboom Gideon J. Mellenbergh 85
Principles of Test Design and Analysis
Construct Validity and Cognitive Diagnostic Assessment Xiangdong Yang Susan E. Embretson 119
Verbal Reports as Data for Cognitive Diagnostic Assessment Jacqueline P. Leighton Mark J. Gierl 146
Test Construction and Diagnostic Testing Joanna S. Gorin 173
Psychometric Procedures and Applications
Cognitive Foundations of Structured Item Response Models Andre A. Rupp Robert J. Mislevy 205
Using the Attribute Hierarchy Method to Make Diagnostic Inferences About Examinees' Cognitive Skills Mark J. Gierl Jacqueline P. Leighton Stephen M. Hunka 242
The FusionModel Skills Diagnosis System Louis A. Roussos Louis V. DiBello William Stout Sarah M. Hartz Robert A. Henson Jonathan L. Templin 275
Using Information from Multiple-Choice Distractors to Enhance Cognitive-Diagnostic Score Reporting Richard M. Luecht 319
Directions for Future Research in Cognitive Diagnostic Assessment Mark J. Gierl Jacqueline P. Leighton 341
Author Index 353
Subject Index 359
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John Hines
reviewed Cognitive Diagnostic Assessment for Education: Theory and Applications on December 01, 2014 Cognitive Diagnostic Assessment for Education
"The modern commitment to instrumental and technical rationality is a collective attempt at self-therapy." (xv)
"The familiar is part of my self -- of the narrative that I have spun around my experiences. Thus, the self is an instrument by which the I seeks to master its anxiety. Stories soothe. Narratives calm the unquiet mind." (54)
"Ambition is the desire for greater causal powers." (57)
"Moral conflict is a conflict wetween two self-images we would like to hold up simultaneously but cannot because action forces us to choose between them." (155)
"There is a heavy price to pay for opting out of 'language,' and that is and abandonment of one's liguistic connection with others." (173)
"We need, then, a counterweight to desiring, to Eros, in the realm of the mind, and that counterweight is letting -- letting come, letting be, and letting go. Letting is a form of being, jsut as desiring is, but it is a form of being that does not presuppose or require the idea and feel of the I that wants, acts, and sweats. It does not exclude the idea of the I, to be sure, and it certainly does not repress the idea of the I." (218)
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