Attribute mastery showed significant proficiency-group, attribute, and attribute-by-proficiency effects, but no significant status-group main effect¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 1993 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Repeated-measures ANOVA of attribute mastery probabilities showed clearly significant effects of proficiency group, attribute, and the attribute by proficiency group interaction. → Katz 1993 q2 i? The main effect of status group was clearly not significant, though the status group by attribute interaction was marginally significant. → Katz 1993 (2)

Evidence¶

Katz 1993¶

Katz, I. R., Martinez, M. E., Sheehan, K. M., & Tatsuoka, K. K. (1993). Extending the Rule Space Model to a Semantically-Rich Domain: Diagnostic Assessment in Architecture. Educational Testing Service. https://eric.ed.gov/?id=ED366652 doi:10.21236/ada273789

q2 · i? · associational · r1

Repeated measures ANOVA of attribute mastery probabilities (Table 8, p-values reported; Wilks' Lambda for within-subject effects). The authors report "three clearly significant effects: proficiency group, attribute, and the attribute by proficiency group interaction"; no effect size is printed.

"The table provides evidence for three clearly significant effects: proficiency group, attribute, and the attribute by proficiency group interaction."

Katz 1993 (2)¶

Katz, I. R., Martinez, M. E., Sheehan, K. M., & Tatsuoka, K. K. (1993). Extending the Rule Space Model to a Semantically-Rich Domain: Diagnostic Assessment in Architecture. Educational Testing Service. https://eric.ed.gov/?id=ED366652. doi:10.21236/ada273789

q2 · i? · associational · r1

Same ANOVA (Table 8): the status main effect was not significant while the status-by-attribute interaction was marginally significant, so mastery differences among students, interns, and architects did not hold when averaged over all attributes.

"Although the main effect of status group is clearly not significant, the interaction of status group with attribute is marginally significant"

Discussion¶

Related Claims¶

• Solve attributes differ in discrimination: the environment attribute strongly separated proficiency groups while the learned-procedure attribute did not — a narrower finding that bears on this claim
• Rule Space successfully classified most examinees in architecture, with solve attributes the most powerful and check attributes the least powerful — related