1Airasian, P. W. (2001). Classroom assessment (4th ed.). Boston: McGraw-Hill.
2Briggs, D. C., & Alonzo, A. C. (2009, June). The psychometric modeling of ordered multiple-choice item responses for diagnostic assessment with a learning progression.
3de la Torre, J. (2008). An empirically based method of Q-matrix validation for the DINA model: Development and applications. Journal of Educational Measurement, 45 343-362.
4de la Torre, J., & Douglas, J. A. (2008). Model evaluation and multiple strategies in cognitive diagnosis: An analysis of fraction subtraction data. Psychometrika, 73(4), 595-624.
5Ding, S. L., Wang, W. Y., & Luo, F. (2013). How to design polytomous cognitive diagnostic test. Paper presented at the International Meeting Psychometric Society (IMPS),Arnhem, the Netherlands.
6Fu, J., & Li, Y. (2008). Cognitively diagnostic psychometric models: An integrative review. ETS research report.
7Gierl, M. J., Leighton, J. P., & Hunka, S. M. (2007). Using the attribute hierarchy method to make diagnostic inferences about examinees' cognitive skills. In J. P. Leighton & M. J. Gierl (Eds.), Cognitive diagnostic assessment for education: Theory and applications (pp. 242-274). Cambridge, UK: Cambridge University Press.
8Gierl, M. J., Wang, C. J., & Zhou, J. W. (2008). Using the Attribute Hierarchy Method to make diagnostic inferences about examinees' cognitive skills in algebra on the SAT. The Journal of Technology, Learning and Assessment, 6(6), Retrieved June 8, 2009 from http://www.jtla.org.
9Gorin, J. S. (2007). Test construction and diagnostic testing. In J. P. Leighton (Ed.), Cognitive diagnostic assessment for education: Theory and applications (pp. 173-201). Cambridge, UK: Cambridge University Press.
10Gu, Z. M. (2011). Maximizing the potential of multiple-choice items for Cognitive Diagnostic Assessment. Unpublished Doctorial Dissertation, University of Toronto.
