Abstract
There are two prevalent models for studying cognitive diagnosis Models for appraisement and diagnostics, each of these two models is the definite Input Noisy Output “and” gate and the Deterministic Input Noisy Output “or” gate models. The usage of them is to display various views of the ways cognitive skills are related and the probability of how an responds correctly. The aim of study is to compare the mentioned models and girls and boys with the modeling of cognitive diagnosis. The aims of this study to identify differences in performance of Afghan boys’ and girls’ students in the basic mathematical attributes and cognitive skills of the eighth grade in TIMMS (2011). As well as rankings among the countries that participated in TIMMS. Two commonly used CDMs were employed to fit the response data, including these two models (DINA and DINO). With the assistance of CDMs, we could obtain not only the item parameters, but also the skill profile for each student. Results show that the examinees do best in number domain while do worst in data and chance.
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