Diagnosing Student Node Mastery: Impact of Varying Item Response Modeling Approaches

Susan Embretson

doi:10.3389/feduc.2021.715860

Abstract

An important feature of learning maps, such as Dynamic Learning Maps and Enhanced Learning Maps, is their ability to accommodate nation-wide specifications of standards, such as the Common Core State Standards, within the map nodes along with relevant instruction. These features are especially useful for remedial instruction, given that accurate diagnosis is available. The year-end achievement tests are potentially useful in this regard. Unfortunately, the current use of total score or area sub-scores are neither sufficiently precise nor sufficiently reliable to diagnose mastery at the node level especially when students vary in their patterns of mastery. The current study examines varying approaches to using the year-end test for diagnosis. Prediction at the item level was obtained using parameters from varying item response theory (IRT) models. The results support using mixture class IRT models predicting mastery in which either items or node scores vary in difficulty for students in different latent classes. Not only did the mixture models fit better but trait score reliability was also maintained for the predictions of node mastery.

Highlights

Learning maps can potentially guide instruction for students if their mastery is assessed
Dynamic learning maps (DLM) and enhanced learning maps (ELM) for mathematics consist of thousands of nodes and multiple pathways that organize the knowledge, skills, and aspects of cognition related to performance
An important feature of learning maps is to be able to accommodate nation-wide standards for the various grade levels, such as the Common Core State Standards (CCSS)

Summary

Introduction

Learning maps can potentially guide instruction for students if their mastery is assessed. Cameto et al, (2012) described various types of organized learning models, including fine-grained learning maps to represent mathematical skills. Dynamic learning maps (DLM) and enhanced learning maps (ELM) for mathematics consist of thousands of nodes and multiple pathways that organize the knowledge, skills, and aspects of cognition related to performance. An important feature of learning maps is to be able to accommodate nation-wide standards for the various grade levels, such as the Common Core State Standards (CCSS). Standards are nested within a content area to define very specific skills and knowledge for the grade level. A seventh grade standard nested in the number sense area is “Describe situations in which opposite quantities combine to make 0”

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