Abstract
Over the past few decades, cognitive diagnostic models have generated a lot of interest due in large part to the call made by the No Child Left Behind Act of 2001 (No Child Left Behind, Act of 2001 Public Law No. 107–110, § 115. Stat, 1425, 2002) for more formative assessments in learning systems. In this chapter, we provide an overview of learning and assessment systems, including the rise in popularity of online and personalized learning systems; we contrast the role of summative and formative assessments in learning systems; and we provide a review of cognitive diagnostic models and the challenges of retrofitting models to data not designed for cognitive diagnostic models.
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