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Advances in Psychological Science    2017, Vol. 25 Issue (9) : 1623-1630     DOI: 10.3724/SP.J.1042.2017.01623
Research Methods |
 Applying psychometric models in learning progressions studies: Theory, method and breakthrough
 GAO Yizhu1; CHEN Fu2; XIN Tao1; ZHAN Peida1; JIANG Yu2,3
 (1 Collaborative Innovation Center of Assessment towards Basic Education Quality, Beijing Normal University, Beijing 100875, China) (2 Faculty of Psychology, Beijing Normal University, Beijing 100875, China) (3 Academy of Logistics Command, Beijing 100858, China)
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Abstract    Learning progressions are descriptions of students’ increasingly sophisticated ways of thinking about or understanding a topic during a period. It’s an iterative process to build learning progressions, beginning with hypothetical learning progressions and then validated by empirical approaches. Psychometric models, such as item response models, multidimensional item response models and cognitive diagnosis models, combine learning progressions with the function of assessing students. These models provide evidence for validating learning progressions and also make diagnosis about students. In addition, learning progressions have provided new perspectives for vertical scaling and adaptive learning. But we should be aware of some questions, such as differential item functioning.
Keywords learning progressions      item response models      cognitive diagnosis models      vertical scaling      adaptive learning      differential item functioning     
ZTFLH:  B841  
Corresponding Authors: XIN Tao, E-mail:      E-mail: E-mail:
Issue Date: 14 July 2017
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GAO Yizhu,CHEN Fu,XIN Tao, et al.  Applying psychometric models in learning progressions studies: Theory, method and breakthrough[J]. Advances in Psychological Science, 2017, 25(9): 1623-1630.
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