In this article, E. Matthew Schulz responds to Adam Wyse's article, "Construct Maps as a Foundation for Standard Setting." In doing so, he asserts that one of the most important ideas in Wyse's work is that information used in standard setting needs to be better represented through the use of graphics. However, he's not…

In this rejoinder, Maydeu-Olivares states that, in item response theory (IRT) measurement applications, the application of goodness-of-fit (GOF) methods informs researchers of the discrepancy between the model and the data being fitted (the room for improvement). By routinely reporting the GOF of IRT models, together with the substantive results…

Several researchers (e.g., Klein, Hamilton, McCaffrey, & Stecher, 2000; Koretz & Barron, 1998; Linn, 2000) have asserted that test-based accountability, a crucial component of U.S. education policy, has resulted in score inflation. This inference has relied on comparisons with performance on other tests such as the National Assessment of…

The use of large-scale assessments for making high stakes inferences about students and the schools in which they are situated is premised on the assumption that tests are sensitive to good instruction. An increase in the quality of classroom instruction should cause, on the average, an increase in test scores. In work with a number of colleagues…

The traditional way of equating the scores on a new test form X to those on an old form Y is equipercentile equating for a population of examinees. Because the population is likely to change between the two administrations, a popular approach is to equate for a "synthetic population." The authors of the articles in this issue of the journal try…

Mroch, Suh, Kane, & Ripkey (2009); Suh, Mroch, Kane, & Ripkey (2009); and Kane, Mroch, Suh, & Ripkey (2009) provided elucidating discussions on critical properties of linear equating methods under the nonequivalent groups with anchor test (NEAT) design. In this popular equating design, two test forms are administered to different groups of…

Test-based accountability is now the cornerstone of U.S. education policy, and it is becoming more important in many other nations as well. Educators sometimes respond to test-based accountability in ways that produce score inflation. In the past, score inflation has usually been evaluated by comparing trends in scores on a high-stakes test to…

This paper addresses two problems relating to the interpretability of the model parameters in the three parameter logistic model. First, it is shown that if the values of the discrimination parameters are all the same, the remaining parameters are nonidentifiable in a nontrivial way that involves not only ability and item difficulty, but also the…

As Rupp and Templin (2008) stated directly, diagnostic classification methods "are confirmatory in nature." Methods, though, are neither inherently confirmatory nor exploratory. Diagnostic classification modeling, with its analytical and computational obstacles eventually yielding as a comprehensive and potent discipline emerges, will find itself…

On a general level, the objective of diagnostic classifications models (DCMs) lies in a classification of individuals regarding multiple latent skills. In this article, the authors show that this objective can be achieved by multidimensional adaptive testing (MAT) as well. The authors discuss whether or not the restricted applicability of DCMs can…

Diagnostic assessment is currently an active research area in educational measurement. Literature related to diagnostic modeling has been in existence for several decades, but a great deal of research has been conducted within the last decade or so, especially within the last five years. The author summarizes the key components in the application…

In this commentary, the author addresses what is referred to as the deterministic input, noisy "and" gate (DINA) model. The author mentions concerns with how this model has been formulated and presented. In particular, the author points out that there is a lack of recognition of the confounding of profiles that generally arises and then discusses…

The paper by Rupp and Templin (2008) is an excellent work on the characteristics and features of cognitive diagnostic models (CDM). In this article, the authors comment on some substantial and methodological aspects of this focus paper. They organize their comments by going through issues associated with the terms "cognitive," "diagnostic" and…

In this commentary, the author points out few issues, one being that there are models mislabeled as diagnostic, which deal with linear decompositions of item difficulties rather than estimating multidimensional skill variables. The author discusses the issue that there are many new names for essentially well-known models for multiple simultaneous…

This study uses the results of two previous papers (Kane, Mroch, Suh, & Ripkey, this issue; Suh, Mroch, Kane, & Ripkey, this issue) and the literature on linear equating to evaluate five linear equating methods along several dimensions, including the plausibility of their assumptions and their levels of bias and root mean squared difference…