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Loglinear Cognitive Diagnostic Model (LCDM)

  • Robert HensonEmail author
  • Jonathan L. Templin
Chapter
Part of the Methodology of Educational Measurement and Assessment book series (MEMA)

Abstract

The Log-Linear Cognitive Diagnosis Model (LCDM; Henson RA, Templin J, Willse J, Psychometrika 74:191–210, 2009) provides a general approach to diagnostic modeling that is deeply tied to log-linear models. As a result, the parameterization and concepts of the LCDM can be directly tied to the concepts of a general linear model for use of a multiple way ANOVA. By using these concepts, the LCDM provides a general framework that does not require the user to specifically determine the relationship between the attributes and the probability of a correct response. Furthermore, because of its flexibility, this chapter will show that the LCDM can be used to discuss similarities and differences between many common diagnostic models. This chapter will first provide a theoretical introduction to the motivation and the definition of the LCDM. Next, typical tools that have been used to estimate the LCDM and measures of fit are discussed. Finally, this chapter will discuss the relationship of other diagnostic models to the LCDM and, as a result, provide a succinct definition of what is meant by disjunctive, compensatory, and conjunctive models.

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Educational Research Methodology (ERM) DepartmentThe University of North Carolina at GreensboroGreensboroUSA
  2. 2.Educational Measurement and Statistics ProgramUniversity of IowaIowa CityUSA

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