منابع
Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.
Alderson, J. C. (2005). Diagnosing foreign language proficiency: The interface between learning and assessment. A&C Black.
Alderson, J. C. (2010). “Cognitive Diagnosis and Q-Matrices in Language Assessment”: A Commentary, 96-103.
Birch, B. M. (2002).English L2 reading: Getting to the bottom. Routledge.
Buck, G., Tatsuoka, K., &Kostin, I. (1997). The subskills of reading: Rule-space analysis of a multiple-choice test of second language reading comprehension. Language Learning, 47(3), 423-266.
Cohen, A. D., & Upton, T. A. (2006). Strategies in responding to the new TOEFL reading tasks (TOEFL Monograph No. MS-33). Princeton, NJ: ETS.
de la Torre, J. (2009). A cognitive diagnosis model for cognitively based multiple-choice options. Applied Psychological Measurement, 33(3), 163-183.
DiBello, L. V., Stout, W. F., & Roussos, L. (1995). Unified cognitive psychometric assessment likelihood-based classification techniques. In P. D. Nichols, S. F. Chipman, & R. L. Brennan (Eds.), Cognitively diagnostic assessment (pp. 361–390). Hillsdale, NJ: Erlbaum.
DiBello, L., & Stout, W. (2008). Arpeggio documentation and analyst manual.Chicago: Applied informative assessment research enterprises (AIARE)—LLC.
Embretson, S. E. (1990). Diagnostic testing by measuring learning processes: Psychometric considerations for dynamic testing. In N. Frederiksen, R. Glaser, A. Lesgold, & M. G. Shafto (Eds.), Diagnostic monitoring of skill and knowledge acquisition (pp. 407-432). Hillsdale, NJ: Erlbaum.
Fletcher, J. M. (2006). Measuring reading comprehension. Scientific Studies of Reading, 10(3), 323-330.
Francis, D.J., Snow, C.E., August, D., Carlson, C.D., Miller, J., & Iglesias, A. (2006). Measures of Reading Comprehension: A Latent Variable Analysis of the Diagnostic Assessment of Reading Comprehension, Scientific Studies of Reading, 10(3), 301-322.
Gorin, J. S. (2006). Test design with cognition in mind. Educational measurement: Issues and practice, 25(4), 21-35.
Hartman, H. J. (2001). Developing students’ metacognitive knowledge and skills. In H. J. Hartman (Ed.). Metacognition in learning and instruction: Theory, Research and Practice (pp. 33-68). Dordrecht, the Netherlands: Kluwer.
Hartz, S. M. (2002). A Bayesian framework for the unified model for assessing cognitive abilities: Blending theory with practicality. Dissertation AbstractsInternational: Section B: The Sciences and Engineering, 63(2-B), 864.
Hartz, S. M., & Roussos, L. A. (2005). The Fusion Model for skills diagnosis: Blending theory with practice. ETS Research Report. Princeton, NJ: Educational Testing Service.
Huang, T.W., & Wu, P.C. (2013). Classroom-based Cognitive Diagnostic Model for a Teacher-made Fraction- Decimal Test. Educational Technology & Society, 16 (3), 347–361.
Jang, E. E. (2005). A validity narrative: Effects of reading skills diagnosis on teaching and learning in the context of NG-TOEFL (Unpublished doctoral dissertation). University of Illinois at Urbana Champaign.Available from ProQuest Dissertations and Theses database. (AAT 3182288)
Jang, E. E. (2009). Demystifying a Q-matrix for making diagnostic inferences about L2 reading skills. Language Assessment Quarterly, 6(3), 210-238.
Leighton, J. P., Gierl, M. J., &Hunka, S. M. (2004). The Attribute Hierarchy Method for Cognitive Assessment: A Variation on Tatsuoka's Rule‐Space Approach. Journal of Educational Measurement, 41(3), 205-237.
Li, H. (2011). A cognitive diagnostic analysis of the MELAB reading test.Spaan Fellow, 17.
Li, H., &Suen, H. K. (2013). Constructing and Validating a Q-Matrix for Cognitive Diagnostic Analyses of a Reading Test. Educational Assessment, 18(1), 1-25.
Madison, M. J., & Bradshaw, L. P. (2015). The Effects of Q-Matrix Design on Classification Accuracy in the Log-Linear Cognitive Diagnosis Model.Educational and Psychological Measurement, 75(3), 491-511.
Mislevy, R. J. (1994).Evidence and inference in educational assessment.Psychometrika, 59, 439–483.
Mislevy, R. J. (1996). Test theory reconceived. Journal of Educational Measurement, 33(4), 379-416.
Mislevy, R. J. (2006).Cognitive psychology and educational assessment.Educational measurement, 4, 257-305.
Mislevy, R. J., Steinberg, L. S., & Almond, R. G. (2003).On the structure of educational assessments.Measurement: Interdisciplinary Research and Perspective, 1, 3–67.
Pellegrino, J. W., &Chudowsky, N. (2003). The Foundations of Assessment.Measurement: Interdisciplinary Research and Perspectives, 1(2), 103-148.
Roussos, L. A., DiBello, L. V., Stout, W. F., Hartz, S. M., Henson, R. A., & Templin, J. H. (2007). The fusion model skills diagnostic system. In J. Leighton & M. Gierl (Eds.), Cognitive diagnostic assessment for education: Theory and applications(pp. 275–318). New York, NY: Cambridge University Press.
Rupp, A. A., Ferne, T., & Choi, H. (2006). How assessing reading comprehension with multiple-choice questions shapes the construct: A cognitive processing perspective. Language Testing, 23(4), 441-474.
Rupp, A. A., Templin, J., & Henson, R. A. (2012). Diagnostic measurement: Theory, methods, and applications. Guilford Press.
Snow, R. E., &Lohman, D. F. (1989). Implications of cognitive psychology for educational measurement.American Council on Education.
Stiggins, R., Arter, J., &Chappuis, S. (2004). Classroom assessment for student learning: Doing it right—using it well. Dover, NH: Assessment Training Institute.
Tatsuoka, K. K. (1995). Architecture of knowledge structure and cognitive diagnosis: A statistical pattern recognition and classification approach. In P. D. Nichols, S. F. Chipman, and R. L. Brennan (Eds.), Cognitively Diagnostic Assessment (pp. 327-361). Hillsdale, NJ: Lawrence Erlbaum Associates.
Templin, J. L. (2004). Generalized linear mixed proficiency models for cognitive diagnosis. Available from ProQuest Dissertations and Theses database. (AAT3160960)
Urquhart, S., & Weir, C. J. (1998).Reading in a second language: Process, product and practice. New York: Longman.
Von Davier, M., DiBello, L., & Yamamoto, K. Y. (2006). Reporting test outcomes with models for cognitive diagnosis (ETS Research Rep. No. RR-06-28). Princeton, NJ: ETS.