Journal article
A Latent Transition Analysis Model for Assessing Change in Cognitive Skills
Educational and psychological measurement, Vol.76(2), pp.181-204
04/2016
DOI: 10.1177/0013164415588946
PMCID: PMC5965583
PMID: 29795862
Abstract
Latent transition analysis (LTA) was initially developed to provide a means of measuring change in dynamic latent variables. In this article, we illustrate the use of a cognitive diagnostic model, the DINA model, as the measurement model in a LTA, thereby demonstrating a means of analyzing change in cognitive skills over time. An example is presented of an instructional treatment on a sample of seventh-grade students in several classrooms in a Midwestern school district. In the example, it is demonstrated how hypotheses could be framed and then tested regarding the form of the change in different groups within the population. Both manifest and latent groups also are defined and used to test additional hypotheses about change specific to particular subpopulations. Results suggest that the use of a DINA measurement model expands the utility of LTA to practical problems in educational measurement research.
Details
- Title: Subtitle
- A Latent Transition Analysis Model for Assessing Change in Cognitive Skills
- Creators
- Feiming Li - University of Kansas, Lawrence, KS, USAAllan Cohen - University of Kansas, Lawrence, KS, USABrian Bottge - University of Kansas, Lawrence, KS, USAJonathan Templin - University of Kansas, Lawrence, KS, USA
- Resource Type
- Journal article
- Publication Details
- Educational and psychological measurement, Vol.76(2), pp.181-204
- DOI
- 10.1177/0013164415588946
- PMID
- 29795862
- PMCID
- PMC5965583
- NLM abbreviation
- Educ Psychol Meas
- ISSN
- 0013-1644
- eISSN
- 1552-3888
- Publisher
- SAGE Publications; Sage CA: Los Angeles, CA
- Language
- English
- Date published
- 04/2016
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9983993333202771
Metrics
29 Record Views