ABSTRACT
This chapter describes the current state of diagnostic models in educational measurement. Educational measurement is in a constant cycle of rediscovering, refining, and advancing theories to meet the challenges of the current times. The diagnostic classification models (DCMs) are very similar to other latent-variable models that are currently used by specialists in educational and psychological measurement. The modeling frameworks that unify a large variety of modern DCMs are typically labelled generalized linear mixed models (GLMMs) and nonlinear mixed models (NLMM). The log-linear cognitive diagnosis model (LCDM) subsumes many core DCMs in ways that allow for a greater understanding of the response processes that generate the item responses. The current state of the art in the field of DCMs should predominantly be comforting for researchers, because the field of educational and psychological measurement has amassed a rich resource library and practical expertise for tackling the challenges in other areas such as M-IRT and M-CFA specifically as well as GLMMs more generally.
