The recent "Every Student Succeed Act" encourages schools to use an innovative assessment to provide feedback about students' mastery level of grade-level content standards. Mastery of a skill requires the ability to complete the task with not only accuracy but also fluency. This paper offers a new sight on using both response times and response accuracy to measure fluency with cognitive diagnosis model framework. Defining fluency as the highest level of a categorical latent attribute, a polytomous response accuracy model and two forms of response time models are proposed to infer fluency jointly. A Bayesian estimation approach is developed to calibrate the newly proposed models. These models were applied to analyze data collected from a spatial rotation test. Results demonstrate that compared with the traditional CDM that using response accuracy only, the proposed joint models were able to reveal more information regarding test takers' spatial skills. A set of simulation studies were conducted to evaluate the accuracy of model estimation algorithm and illustrate the various degrees of model complexities.

中文翻译：

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使用响应时间和响应准确度来衡量认知诊断模型中的流畅度

最近的“每个学生都成功法案”鼓励学校使用创新的评估来提供有关学生对年级内容标准掌握程度的反馈。掌握一项技能需要不仅准确而且流畅地完成任务的能力。本文提供了一种新的视角，即使用响应时间和响应准确性来衡量认知诊断模型框架的流畅性。将流畅性定义为分类潜在属性的最高级别，提出了多分响应精度模型和两种形式的响应时间模型来联合推断流畅度。开发了贝叶斯估计方法来校准新提出的模型。这些模型用于分析从空间旋转测试中收集的数据。结果表明，与仅使用响应精度的传统 CDM 相比，所提出的联合模型能够揭示有关考生空间技能的更多信息。进行了一组模拟研究以评估模型估计算法的准确性并说明模型复杂性的不同程度。