<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2011-2084</journal-id>
<journal-title><![CDATA[International Journal of Psychological Research]]></journal-title>
<abbrev-journal-title><![CDATA[int.j.psychol.res.]]></abbrev-journal-title>
<issn>2011-2084</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Psicología. Universidad de San Buenaventura, Medellín]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2011-20842022000200094</article-id>
<article-id pub-id-type="doi">10.21500/20112084.5657</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Assessing Language Skills Using Diagnostic Classi&#64257;cation Models: An Example Using a Language Instrument]]></article-title>
<article-title xml:lang="es"><![CDATA[Evaluación de las habilidades lingüísticas mediante modelos de clasificación diagnóstica: un ejemplo de uso de un instrumento lingüístico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sideridi]]></surname>
<given-names><![CDATA[Georgios D.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tsaousis]]></surname>
<given-names><![CDATA[Ioannis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Al-Harbi]]></surname>
<given-names><![CDATA[Khaleel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Harvard Medical School  ]]></institution>
<addr-line><![CDATA[Boston Massachusetts]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,National and Kapodistrian University of Athens  ]]></institution>
<addr-line><![CDATA[Athens ]]></addr-line>
<country>Greece</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,National and Kapodistrian University of Athens Department of Psychology ]]></institution>
<addr-line><![CDATA[Athens ]]></addr-line>
<country>Greece</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Education and Training Evaluation Commission (ETEC)  ]]></institution>
<addr-line><![CDATA[Riyadh ]]></addr-line>
<country>Saudi Arabia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<fpage>94</fpage>
<lpage>104</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2011-20842022000200094&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2011-20842022000200094&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2011-20842022000200094&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The primary purpose of the present study is to inform and illustrate, using examples, the use of Diagnostic Classi&#64257;cation Models (DCMs) for the assessment of skills and competencies in cognition and academic achievement. A secondary purpose is to compare and contrast traditional and contemporary psychometrics for the measurement of skills and competencies. DCMs are described along the lines of other psychometric models within the Con&#64257;rmatory Factor Analysis tradition such as the bifactor model and the known mixture models that are utilized to classify individuals into subgroups. The inclusion of interaction terms and constraints along with its con&#64257;rmatory nature enables DCMs to accurately assess the possession of skills and competencies. The above is illustrated using an empirical dataset from Saudi Arabia (n = 2642), in which language skills are evaluated on how they conform to known levels of competency based on the CEFR (Council of Europe, 2001) using the English Pro&#64257;ciency Test (EPT).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito principal del presente estudio fue informar e ilustrar, mediante ejemplos, el uso de Modelos de Clasi&#64257;cación Diagnóstica (DCM) para la evaluación de habilidades y competencias en cognición y rendimiento académico. Un propósito secundario fue comparar y contrastar la psicometría tradicional y contemporánea para la medición de habilidades y competencias. Los DCM se describen siguiendo las líneas de otros modelos psicométricos dentro de la tradición del Análisis Factorial Con&#64257;rmatorio, como el modelo bifactor y los conocidos modelos mixtos que se utilizan para clasi&#64257;car a los individuos en subgrupos. La inclusión de términos y restricciones de interacción junto con su naturaleza con&#64257;rmatoria permite a los DCM evaluar con precisión la posesión de habilidades y competencias. Lo anterior se ilustra utilizando un conjunto de datos empíricos de Arabia Saudita (n = 2642), que evalúan cómo las habilidades lingüísticas se ajustan a los niveles de competencia conocidos, basados en el MCER (Council of Europe, 2001).]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[cognitive Diagnostic Models]]></kwd>
<kwd lng="en"><![CDATA[Diagnostic Classi&#64257;cation Models]]></kwd>
<kwd lng="en"><![CDATA[CEFR]]></kwd>
<kwd lng="en"><![CDATA[bifactor models]]></kwd>
<kwd lng="en"><![CDATA[language]]></kwd>
<kwd lng="es"><![CDATA[Modelos de diagnóstico cognitivo]]></kwd>
<kwd lng="es"><![CDATA[Modelos de clasi&#64257;cación diagnóstica]]></kwd>
<kwd lng="es"><![CDATA[MCER]]></kwd>
<kwd lng="es"><![CDATA[Modelos bifactor]]></kwd>
<kwd lng="es"><![CDATA[Lenguaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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