Modeling Multiple Problem-Solving Strategies and Strategy Shift in Cognitive Diagnosis for Growth

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dc.contributor.advisorJiao, Hongen_US
dc.contributor.authorLiao, Manqianen_US
dc.contributor.departmentMeasurement, Statistics and Evaluationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2020-07-13T05:35:42Z
dc.date.available2020-07-13T05:35:42Z
dc.date.issued2020en_US
dc.description.abstractProblem-solving strategies, defined as actions people select intentionally to achieve desired objectives, are distinguished from skills that are implemented unintentionally. In education, strategy-oriented instructions that guide students to form problem-solving strategies are found to be more effective for low-achievement students than the skill-oriented instructions designed for enhancing the skill implementation ability. However, conventional cognitive diagnosis models (CDMs) seldom distinguish the concept of skills from strategies. While the existing longitudinal CDMs can model students’ dynamic skill mastery status change over time, they did not intend to model the shift in students’ problem-solving strategies. Thus, it is hard to use conventional CDMs to identify students who need strategy-oriented instructions or evaluate the effectiveness of the education intervention programs that aim at training students’ problem-solving strategies. This study proposes a longitudinal CDM that takes into account both between-person multiple strategies and within-person strategy shift. The model, separating the strategy choice process from the skill implementation process, is intended to provide diagnostic information on strategy choice as well as skill mastery status. A simulation study is conducted to evaluate the parameter recovery of the proposed model and investigate the consequences of ignoring the presence of multiple strategies or strategy shift. Further, an empirical data analysis is conducted to demonstrate the use of the proposed model to measure strategy shift, growth in the skill implementation ability and skill mastery status.en_US
dc.identifierhttps://doi.org/10.13016/poo4-cxfo
dc.identifier.urihttp://hdl.handle.net/1903/26267
dc.language.isoenen_US
dc.subject.pqcontrolledEducational tests & measurementsen_US
dc.subject.pqcontrolledEducational psychologyen_US
dc.subject.pqcontrolledStatisticsen_US
dc.subject.pquncontrolledcognitive diagnosis modelen_US
dc.subject.pquncontrolleddiagnostic classification modelen_US
dc.subject.pquncontrolledlongitudinal data analysisen_US
dc.subject.pquncontrolledmixture modelen_US
dc.subject.pquncontrolledmultiple problem-solving strategiesen_US
dc.subject.pquncontrolledproblem-solving strategy shiften_US
dc.titleModeling Multiple Problem-Solving Strategies and Strategy Shift in Cognitive Diagnosis for Growthen_US
dc.typeDissertationen_US

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