Chen, Y. H., Gorin, J. S., Thompson, M. S., Tatsuoka, K. K. (2008a). An alternative examination of Chinese Taipei mathematics achievement: Application of the rule-space method to TIMSS 1999 data. In M. v. Davier & D. Hastedt (Eds.), Issues and Methodologies in Large-Scale Assessments (Vol. 1, pp. 23-49). Hamburg: IEA-ETS Research Institute.
Chen, Y. H., Gorin, J. S., Thompson, M. S., Tatsuoka, K. K. (2008b). Cross-cultural validity of the TIMSS-1999 mathematics test: verification of a cognitive model. International Journal of Testing, 8(3), 251-271.
Chiu, C. Y., Seo, M. (2009). Cluster analysis for cognitive diagnosis: An application to the 2001 PIRLS reading assessment. In M. v. Davier & D. Hastedt (Eds.), Issues and Methodologies in Large-Scale Assessments (Vol. 2, pp. 137-159). Hamburg: IEA-ETS Research Institute.
De la Torre, J., Douglas, J. A. (2004). Higher-order latent trait models for cognitive diagnosis. Psychometrika, 69(3), 333-353.
De la Torre, J., Minchen, N. D. (2019). The G-DINA Model Framework. In M. von Davier & Y. Lee (Eds.), Handbook of diagnostic classification models: Models and model extensions, applications, software packages (pp. 155-170). Switzerland, Cham: Springer.
DeCarlo, L. T. (2011). On the analysis of fraction subtraction data: the DINA model, classification, latent class sizes, and the Q-matrix. Applied Psychological Measurement, 35(1), 8-26.
DiBello, L. V., Roussos, L. A., Stout, W. (2007). Review of cognitively diagnostic assessment and a summary of psychometric models. In C. R. Rao & S. Sinharay (Eds.), Handbook of statistics psychometrics (Vol. 26, pp. 979-1030). Amesterdom: Elsevier Science Publishers.
Finkelman, M. D., Kim, W., Roussos, L., Verschoor, A. (2010). A binary programming approach to automated test assembly for cognitive diagnosis models. Applied Psychological Measurement, 34(5), 310-326.
Gierl, M. J., Alves, C., Majeau, R. T. (2010). Using the attribute hierarchy method to make diagnostic inferences about examinees’ knowledge and skills in mathematics: An operational implementation of cognitive diagnostic assessment. International Journal of Testing, 10(4), 318-341.
Gierl, M. J., Cui, Y., Zhou, J. (2009). Reliability and attribute based scoring in cognitive diagnostic assessment. Journal of Educational Measurement, 46(3), 293-313.
Haberman, S. J., von Davier, M. (2007). Some notes on models for cognitively based skills diagnosis. In C. R. Rao & S. Sinharay (Eds.), Handbook of statistics (Vol. 26, pp. 1031-1038). Amesterdom: Elsevier Science Publishers.
Henson, R., Roussos, L., Douglas, J., He, X. (2008). Cognitive diagnostic attribute-level discrimination indices. Applied Psychological Measurement, 32(4), 275-288.
Im, S., Corter, J. E. (2011). Statistical Consequences of Attribute Misspecification in the Rule Space Method. Educational and Psychological Measurement, 71(4), 712-731.
Jang, E. E. (2006). Pedagogical implications of cognitive skills diagnostic assessment for teaching and learning. Paper presented at the the annual meeting of the American Educational Research Association, San Francisco, California.
Kabiri, M., Ghazi-Tabatabaei, M., Bazargan, A., Shokoohi-Yekta, M., Kharrazi, K. (2017) Diagnosing Competency Mastery in Science: An Application of GDM to TIMSS 2011 Data, Applied Measurement in Education, 30(1), 27-38,
Kim, Y. H. (2011). Diagnosing EAP writing ability using the reduced reparameterized unified model. Language Testing, 28(4), 509-541.
Leighton, J., Gierl, M. (2007). Why cognitive diagnostic assessment? In J. Leighton & M. Gierl (Eds.), Cognitive diagnostic assessment for education: Theory and applications (pp. 3-18). Cambridge: Cambridge University Press.
Leighton, J. P., Cui, Y., Cor, M. K. (2009). Testing expert-based and student-based cognitive models: An application of the attribute hierarchy method and hierarchy consistency index. Applied Measurement in Education, 22(3), 229-254.
Leighton, J. P., Gierl, M. J. (2011). The learning sciences in educational assessment: The role of cognitive models. New York: Cambridge University Press.
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.
Roussos, L. A., Templin, J. L., Henson, R. A. (2007). Skills diagnosis using IRT based latent class models. Journal of Educational Measurement, 44(4), 293-311.
Rupp, A. A., Templin, J., Henson, R. A. (2010). Diagnostic measurement: Theory, methods, and applications. New York: The Guilford Press.
Rupp, A. A., Templin, J. L. (2008). Unique characteristics of diagnostic classification models: A comprehensive review of the current state-of-the-art. Measurement, 6(4), 219-262.
Rutkowski, L., Gonzalez, E., Joncas, M., von Davier, M. (2010). International large-scale assessment data. Educational Researcher, 39(2), 142-151.
Sinharay, S., Almond, R. G. (2007). Assessing fit of cognitive diagnostic models: A case study. Educational and Psychological Measurement, 67(2), 239-257.
Stone, C. A., Ye, F., Zhu, X., Lane, S. (2010). Providing subscale scores for diagnostic information: A case study when the test is essentially unidimensional. Applied Measurement in Education, 23(1), 63-86.
Skaggs, G., Wilkins, J. L. M., Hein, S. F. (2016). Grain Size and Parameter Recovery with TIMSS and the General Diagnostic Model, International Journal of Testing, 16(4), 310-330. DOI: 10.1080/15305058.2016.1145683
Tatsuoka, K. K., Corter, J. E., & Tatsuoka, C. (2004). Patterns of diagnosed mathematical content and process skills in TIMSS-R across a sample of 20 countries. American Educational Research Journal, 41(4), 901-926.
Von Davier, M. (2007). Mixture distribution diagnostic models (No. RR-07-32). Princeston, NJ: ETS.
Von Davier, M. (2008). A general diagnostic model applied to language testing data. British Journal of Mathematical and Statistical Psychology, 61(2), 287-307.
Von Davier, M. (2009). Using the general diagnostic model to measure learning and change in a longitudinal large-scale assessment (No. RR-09-28). Princeston, NJ: ETS.
Yamaguchi, K., Okada, K. (2018). Comparison among cognitive diagnostic models for the TIMSS 2007 fourth grade mathematics assessment. PLoS ONE, 13(2), e0188691.
)