Alavi, M. & Ranjbaran, F. (2018). Constructing and Validating a Q-Matrix for Cognitive Diagnostic Analysis of a Reading Comprehension Test Battery. Journal of English Language Teaching and Learning, 21, pp. 1-31.
Alderson, J. C, Brunfaut, T., & Harding, L. (2015). Towards a Theory of Diagnosis in Second and Foreign Language Assessment: Insights from Professional Practice across Diverse Fields. Applied Linguistics, 36(2), 236-260.
Azar, B. S., & Hagen, S. A. (2017). Understanding and using English grammar. Hoboken, NJ : Pearson Education.
Baghaei, P., & Ravand, H. (2015). A cognitive processing model of reading comprehension in English as a foreign language using the linear logistic test model. Learning and Individual Differences, 43, 100-105.
Cavanaugh, J. E. (2009). 171: 290 Model Selection, Lecture VI: The Baysian Information Criterion. Department of Biostatistics, Department of Statistics and Acturial Science, University of Iowa.
Clark, A. K. (2013). Validation of a cognitive diagnostic model across multiple forms of a reading comprehension assessment (Doctoral dissertation).Retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/15071/Clark_ku_0099D_13062_DATA_1.pdf?sequence=1.
DiBello, L. V., Roussos, L. A., & Stout, W. (2007). Review of cognitive diagnostic assessment and a summary of psychometric models. In C. R. Rao & S. Sinharay (Eds.), Handbook of statistics, Vol. 26: Psychometrics (pp. 979 - 1030). Elsevier Science B.V.: The Netherlands.
Feng, Y. (2013). Estimation and Q-matrix validation for diagnostic classification models, Master Thesis Submitted to the University of South California. Retrieved form https://scholarcommons.sc.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=3630&context=etd
Fleiss, J. L. (1971). Measuring nominal scale agreement among many raters. Ps
ychological Bulletin, 76(5), 378–382. doi:10.1037/h0031619
Griffin, P. & Nix, P. (1991). Educational Assessment and reporting, A new approach. New South Wales: Harcourt Brace Jovanovich.
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.; Roussos, L. and Staut, W. (2002). Skills Diagnisus: Theory and Practice. Computer Software User Manual for Arpeggio Software. Princeton, NJ: ETS.
Jang, E. E. (2009). Cognitive diagnostic assessment of L2 reading comprehension ability: Validity arguments for Fusion Model application to LanguEdge assessment. Language Testing, 26(1), 31-73.
Koizum, R. Sakai, H., Ido, T., Ota, H., Hayama, M., Sato, M., & Nemoto, A. (2011). Development and validation of a diagnostic grammar test for Japanese learners of English. Language Assessment Quarterly, 8(1), 53-72.
Kunina-Habenicht, O.; Rupp, A. A. and Wilhelm, O. (2009). A practical illustration of multidimensional diagnostic skills profiling: Comparing results from confirmatory factor analysis and diagnostic classification models, Studies in Educational Evaluation, Volume 35, Issues 2–3 pp. 64-70, Retrieved on May 2018 from https://www.sciencedirect.com/science/article/pii/S0191491X09000224
Landis, J., & Koch, G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
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.
Lee, Y. W., & Sawaki, Y. (2009). Application of three cognitive diagnosis models to ESL reading and listening assessments. Language Assessment Quarterly, 6(3), 239-263. DOI: 10.1080/15434300903079562
Li, H. (2011). Evaluating language group differences in the subskills of reading using a cognitive diagnostic modeling and differential skill functioning approach. Doctoral dissertation. Penn State University, State College, PA. Available online at https://etda.libraries.psu.edu/files/final_submissions/2272
Li, H., Hunter, C. V., & Lei, P.-W. (2015, online first). The selection of cognitive diagnostic models for a reading comprehension test. Language Testing. Doi: 10.1177/0265532215590848
Liao, Y. F. (2007). Investigating the Construct Validity of the Grammar and Vocabulary Section and the Listening Section of the ECCE: Lexico-Grammatical Ability as a Predictor of L2 Listening Ability. Working Papers in Second or Foreign Language Assessment, Volume 5. Retrieved on June 2017 from https://michiganassessment.org/wp-content/uploads/2014/12/Spaan_V5_FULL.pdf#page=45
Lim, Y. (2015). Cognitive Diagnostic Model Comparisons. PhD Dissertation submitted to the Georgia Institute of Technology.
Madison M., Bradshaw L. (2013). The effects of Q-matrix design on classification accuracy in the LCDM. Rocky Hill, CT.
Mislevy, R. J. (2006). Cognitive psychology and educational assessment. Educational measurement, 4, 257-305.
Murphy, R. (2015). Essential grammar in use: A self-study reference and practice book for elementary students of English: with answers. Delhi: Cambridge University Press.
Park, Chanho and Cho, Sookyung (2011). Cognitive Diagnostic Assessment of English Grammar for Korean EFL Learners. English Teaching, 66(4), 101- 117.
Ravand, H., Barati, H., & Widhiarso, W. (2013). Exploring Diagnostic Capacity of a High Stakes Reading Comprehension Test: A Pedagogical Demonstration. Iranian Journal of Language Testing, 3(1).
Ravand, Hamdollah & Robitzsch, Alexander (2015). Cognitive Diagnostic Modeling Using R Practical Assessment, Research & Evaluation, 20(11). Available online: http://pareonline.net/getvn.asp?v=20&n=11
Rupp, A., Templin, J. & Henson, R. (2010). Diagnostic measurement: theory, methods, and applications. New York: The Guilford Press.
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 .
Thomson, A. J., & Martinet, A. V. (2012). A practical English grammar. Oxford: Oxford Univ. Press.
Wu, X. (2003). Intrinsic Motivation and Young Language Learners: the Impact of the Classroom Environment. System, 31, 501 – 517
Yi, Y.S. (2016). Probing the relative importance of different attributes in L2 reading and listening comprehension items: An application of cognitive diagnostic models. Langauge Testing, 34 (3), 337-355.
Yi, Y.S. (2017) In Search of Optimal Cognitive Diagnostic Model(s) for ESL Grammar Test Data, Applied Measurement in Education, 30(2), 82-101, DOI: 10.1080/08957347.2017.1283314.