ISSN 1671-3710
CN 11-4766/R

Advances in Psychological Science ›› 2017, Vol. 25 ›› Issue (9): 1623-1630.doi: 10.3724/SP.J.1042.2017.01623

• Research Methods • Previous Articles    

 Applying psychometric models in learning progressions studies: Theory, method and breakthrough

 GAO Yizhu1; CHEN Fu2; XIN Tao1; ZHAN Peida1; JIANG Yu2,3   

  1.  (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)
  • Received:2016-09-26 Online:2017-09-15 Published:2017-07-14
  • Contact: XIN Tao, E-mail: E-mail:E-mail:
  • Supported by:

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.

Key words: learning progressions, item response models, cognitive diagnosis models, vertical scaling, adaptive learning, differential item functioning

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