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ERIC Number: EJ1171121
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0022-0655
Evaluating Intervention Effects in a Diagnostic Classification Model Framework
Madison, Matthew J.; Bradshaw, Laine
Journal of Educational Measurement, v55 n1 p32-51 Spr 2018
The evaluation of intervention effects is an important objective of educational research. One way to evaluate the effectiveness of an intervention is to conduct an experiment that assigns individuals to control and treatment groups. In the context of pretest/posttest designed studies, this is referred to as a control-group pretest/posttest design. The transition diagnostic classification model (TDCM) was recently developed to assess growth, defined as change in attribute mastery status over time, in a diagnostic classification model framework. The TDCM, however, does not model multiple groups, and therefore is not able to analyze data from a control-group pretest/posttest designed experiment. In this study, we extend the TDCM to model multiple groups, thereby enabling the examination of group-differential growth in attribute mastery and the evaluation of intervention effects. The utility of the multigroup TDCM is demonstrated in the evaluation of an innovative instructional method in mathematics education.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A150035