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Peida Zhan, Ph.D.

Associate Professor, School of Psychology, Zhejiang Normal University, China.

Research Field: Psychometrics, Computational Psychometrics, Behavioral Data Analysis

Research Direction: Cognitive & Learning Assessments

Research Topic: Cognitive diagnostic assessment, Item response theory, Technology-enhanced assessment data analysis, Learning assessment.




Selected Publications (* Corresponding Author)

More information see:

https://www.researchgate.net/profile/Peida-Zhan

https://scholar.google.com/citations?user=ORh4cuwAAAAJ&hl=en


#Technology-Enhanced Assessment Data Analysis

  1. Xia, S.Zhan, P.*, Chan, K., & Wang, L. (2023). Assessing concept mapping competence using item expansion-basesd diagnostic classification analysis. Journal of Research in Science Teaching. (JCR Q1; 中科院一区TOP; 科学教育顶刊) 

  2. Liu, Y., Zhan, P.*, Fu, Y., Chen, Q., Man, K., & Luo, Y. (2023). Using  a multi-strategy eye-tracking psychometric model to measure intelligence and identify cognitive strategy in Raven's advanced progressive matrices. Intelligence. (JCR Q2; 中科院二区; 智力研究顶刊) 

  3. Fu, Y.#, Zhan, P.*#, Chen, Q., & Jiao, H. (2023). Joint modeling of action sequences and action time in computer-based interactive tasks. Behavior Research Methods. (JCR Q1; 中科院二区TOP; 行为研究方法顶刊) 

  4. Zhan, P.*, Chen, Q., Wang, S., & Zhang, X. (2023). Longitudinal joint modeling for assessing parallel interactive development of latent ability and processing speed using responses and response times. Behavior Research Methods. (JCR Q1; 中科院二区TOP; 行为研究方法顶刊)

  5. Zhan, P.#& Qiao, X*#. (2022). Diagnostic classification analysis of problem-solving competence using process data: An item expansion method. Psychometrika. (JCR Q1; 中科院四区;心理计量学顶刊)

  6. Zhan, P.*#, Man, K.#,  Wind, S. A., & Malone, J.(2022). Cognitive diagnosis modeling incorporating response times and fixation counts: Providing comprehensive feedback and accurate diagnosis. Journal of Educational and Behavioral Statistics. (JCR Q2; 中科院四区; 心理计量学权威刊)

  7. Man, K.*, Harring, J. R., & Zhan, P*. (2022). Bridging models of biometric and psychometric assessment: A three-way joint modeling approach of item responses, response times and gaze fixation counts. Applied Psychological Measurement. (JCR Q4; 中科院四区; 心理计量学权威刊)

  8. Zhan, P.*, Jiao, H., Man, K., Wang, W.-C., & He, K.* (2021). Variable speed across dimensions of ability in the joint model for responses and response times. Frontiers in Psychology. (JCR Q1)

  9. Man, K.*, Harring, J. R., Jiao, H., & Zhan, P. (2019). Joint modeling of compensatory multidimensional item responses and response times. Applied Psychological Measurement. (JCR Q4; 心理计量学权威刊)

  10. Zhan, P.*, Jiao, H., & Liao, D. (2018). Cognitive diagnosis modelling incorporating item response times. British Journal of Mathematical and Statistical Psychology.(JCR Q1; 心理计量学权威刊[WILEY Top Downloaded Article 2017-2018; WILEY Top Cited Article 2018-2019]

  11. Zhan, P.*, Liao, M. & Bian, Y. (2018). Joint testlet cognitive diagnosis modeling for paired local item dependence in response times and response accuracy. Frontiers in Psychology. (JCR Q1)

  12. 付颜斌, 陈琦鹏, 詹沛达*. (2023). 问题解决任务中行动序列的二分类建模:单/两参数行动序列模型. 心理学报. (中国心理学顶刊)

  13. 田亚淑, 詹沛达*, 王立君. (2023). 联合作答精度和作答时间的概率态认知诊断模型. 心理学报. (中国心理学顶刊)

  14. 陈琦鹏, 詹沛达*. (2023). 纵向题目作答时间模型:对潜在加工速度的变化追踪. 应用心理学. 

  15. 詹沛达*. (2022). 引入眼动注视点的联合-交叉负载多模态认知诊断建模. 心理学报. (中国心理学顶刊)

  16. 刘耀辉, 徐慧颖, 陈琦鹏, 詹沛达*. (2022). 基于过程数据的问题解决能力测量及数据分析方法. 心理科学进展.

  17. 詹沛达*, Jiao, H., Man, K. (2020). 多维对数正态作答时间模型:对潜在加工速度多维性的探究. 心理学报. (中国心理学顶刊) 

  18. 詹沛达*. (2019). 计算机化多维测验中作答时间和作答精度数据的联合分析. 心理科学.


#纵向诊断分类测评数据分析

  1. Zhan, P.*, Liu, Y., Pan, Y., & Yu, Z. (2023). Tracking ordinal development of skills with a longitudinal DINA model with polytomous attributes. Applied Measurement in Education. (JCR Q4; 中科院四区; 教育测量权威刊)

  2. Yu, X., Zhan, P.* & Chen, Q. (2023). Don't worry about the anchor-item setting in longitudinal learning diagnostic assessments. Frontiers in Psychology. (JCR Q1) 

  3. Zhan, P.*, & He, K. (2021). A longitudinal diagnostic model with hierarchical learning trajectories. Educational Measurement: Issues and Practice. (JCR Q3; 教育测量权威刊) [WILEY Top Cited Article 2021-2022]

  4. Zhan, P.* (2021). Refined learning tracking with a longitudinal probabilistic diagnostic model. Educational Measurement: Issues and Practice. (JCR Q3; 教育测量权威刊)

  5. Tang, F., & Zhan, P.(2021). Does diagnostic feedback promoting learning? Evidence from a longitudinal cognitive diagnostic assessment. AERA Open. (JCR Q2) 

  6. Zhan, P.* (2020). A Markov estimation strategy for longitudinal learning diagnosis: Providing timely diagnostic feedback. Educational and Psychological Measurement. (JCR Q2; 心理计量学权威刊)

  7. Zhan, P.* (2020). Longitudinal learning diagnosis: Minireview and future research directions. Frontiers in Psychology. (JCR Q1) 

  8. Pan, Y., & Zhan, P.* (2020). The impact of sample attrition on longitudinal learning diagnosis: A prolog. Frontiers in Psychology(JCR Q1)  

  9. Tang, F., & Zhan, P.* (2020). The development of an instrument for longitudinal learning diagnosis of rational number operations based on parallel tests. Frontiers in Psychology. (JCR Q1) 

  10. Zhan, P.*Jiao, H., Liao, D., & Li, F. (2019). A longitudinal higher-order diagnostic classification model. Journal of Educational and Behavioral Statistics. (JCR Q2; 心理计量学权威刊)

  11. 刘耀辉, 陈琦鹏, 徐慧颖, 詹沛达*. (2023). 纵向汉明距离判别法:对潜在属性的发展追踪.心理科学.

  12. 詹沛达*, 潘艳方, 李菲茗. (2021). 面向“为学习而测评”的纵向认知诊断模型. 心理科学.


#其他相关议题(e.g., 多分属性、概率态属性、贝叶斯参数估计、题组效应、非参数诊断)

  1. Zhan, P.* (2023). Deterministic input, noisy mixed modeling for identifying coexisting condensation rules in cognitive diagnostic assessments. Journal of Intelligence. (JCR Q2; 中科院三区)

  2. Wei, D., & Zhan, P.* (2023). Bayesian estimation for the random modertion model: Effect size, coverage, power of test, and type I error. Frontiers in Psychology. (JCR Q1)

  3. Zhan, P.*, Li, F., & Jiao, H. (2021). Editorial: Cognitive diagnostic assessment for learning. Frontiers in Psychology. (JCR Q1)

  4. Zhan, P.*, Ma, W., Jiao, H., & Ding, S. (2020). A sequential higher order latent structural model for hierarchical attributes in cognitive diagnostic assessments. Applied Psychological Measurement. (JCR Q4; 心理计量学权威刊)

  5. Zhan, P.*, Wang, W.-C., & Li, X. (2020). A partial mastery, higher-order latent structural model for polytomous attributes in cognitive diagnostic assessments. Journal of Classification. (JCR Q2)

  6. Zhan, P.*, Jiao, H., Man, K, & Wang, L. (2019). Using JAGS for Bayesian cognitive diagnosis modeling: A tutorial. Journal of Educational and Behavioral Statistics. (JCR Q2; 心理计量学权威刊)

  7. Zhan, P.*, Jiao, H., Liao, M., & Bian, Y.* (2019). Bayesian DINA modeling incorporating within-item characteristics dependency. Applied Psychological Measurement. (JCR Q4; 心理计量学权威刊)

  8. Zhan, P.*, Wang, W.-C., Jiao, H., & Bian, Y.* (2018). Probabilistic-input, noisy conjunctive models for cognitive diagnosis. Frontiers in Psychology. (JCR Q1)

  9. Zhan, P.*, Liao, M. & Bian, Y. (2018). Joint testlet cognitive diagnosis modeling for paired local item dependence in response times and response accuracy. Frontiers in Psychology. (JCR Q1)

  10. Wang, L., Wang, W.-C., Gu, H.,* Zhan, P., Yang, X., & Barnard, J. (2014). Relationships among teacher support, peer conflict resolution, and school emotional experiences in adolescents from Shanghai. Social Behavior and Personality: An International Journal. (JCR Q4)

  11. 徐慧颖, 陈琦鹏, 刘耀辉, 詹沛达*. (2023). 多分属性的非参数诊断分类: 18种距离判别法的对比. 心理科学. 

  12. 王立君, 赵少勇, 昌维, 唐芳, 詹沛达*. (2022). 重参数化多分属性DINA模型的多级评分拓广——基于等级反应模型. 心理科学.

  13. 詹沛达*, 田亚淑, 于照辉, 李菲茗, 王立君. (2020). 概率逻辑与模糊逻辑在精细化学习诊断中的对比研究. 心理科学.

  14. 王立君, 唐芳, 詹沛达*. (2020). 基于认知诊断测评的个性化补救教学效果分析:以“一元一次方程”为例. 心理科学

  15. 詹沛达*, 于照辉, 李菲茗, 王立君. (2019). 一种基于多阶认知诊断模型测评科学素养的方法. 心理学.(中国心理学顶刊) [人大复印资料《心理学》全文转载; 2021年度浙江省教育科学优秀成果二等奖]

  16. 昌维, 詹沛达, 王立君*. (2018). 认知诊断中多分属性与二分属性的对比研究. 心理科学.

  17. 詹沛达, 高椿磊*, 边玉芳, 罗照盛. (2017). 使用题组反应模型缓解局部题目依赖性对多阶段测验的危害. 心理科学.

  18. 詹沛达, 丁树良, 王立君*. (2017). 多分属性层级结构下引入逻辑约束的理想掌握模式. 江西师范大学学报(自然科学版).

  19. 詹沛达,王立君*. (2017). 认知诊断评估对实现有效教学的促进作用——以三维目标为视角. 赣南师范大学学报.  [创刊号]

  20. 高一珠, 陈孚, 辛涛*, 詹沛达, 姜宇. (2017). 心理测量学模型在学习进阶中的应用: 理论、途径和突破. 心理科学进展.

  21. 詹沛达, 边玉芳*, 王立君*. (2016). 重参数化的多分属性诊断分类模型及其判准率影响因素. 心理学报(中国心理学顶刊) 

  22. 詹沛达, 陈平*, 边玉芳*. (2016). 使用验证性补偿多维IRT模型进行认知诊断评估. 心理学报(中国心理学顶刊) 

  23. 欧阳相子, 田伟, 辛涛*, 詹沛达. (2016). IRT框架下追踪数据的测量不变形分析——以4至5岁儿童认知能力测验为例. 心理科学.

  24. 詹沛达, 李晓敏, 王文中, 边玉芳, 王立君. (2015). 多维题组效应认知诊断模型. 心理学报. (中国心理学顶刊) 

  25. 詹沛达, 边玉芳*. (2015). 概率性输入,噪音“与”门(PINA)模型. 心理科学.

  26. 陈飞鹏, 詹沛达, 王立君*, 陈春晓, 蔡毛. (2015). 高阶项目反应模型的发展与应用. 心理科学进展. 

  27. 詹沛达, 王文中, 王立君*, 李晓敏. (2014). 多维题组效应Rasch模型. 心理学报,(中国心理学顶刊) 

  28. 詹沛达, 王文中, 王立君*. (2013). 项目反应理论新进展之题组反应理论. 心理科学进展.

  29. 詹沛达, 王立君*, 杨卫敏. (2013). 引入内容平衡的最大信息量组块分层策略. 江西师范大学学报(自然科学版).

  30. 詹沛达, 王立君*, 陈飞鹏. (2013). 不同因素对认知诊断DINO模型诊断准确率的影响. 考试研究.

  31. 詹沛达, 王立君, 杨卫敏. (2013). 引入曝光因子的最大信息量动态分层法. 中国考试.

  32. 詹沛达, 王立君. (2012). CAT分层选题策略新探——最大信息量组块分层策略. 中国考试.




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  • [1] 2023.2 to Now

     浙江师范大学心理学院  | 党委委员 

  • [2] 2018.8 to 2023.1

     心理学系 | 浙江师范大学教师教育学院 

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associate professor    

Gender:Male

E-Mail:

Date of Employment:2018-08-10

Status:在岗

Professional Title:associate professor

School/Department:心理学院

Education Level:Graduate student graduate

Degree:Doctorate

Discipline:发展与教育心理学

Alma Mater:北京师范大学

tshonorceng浙江省高校领军人才培养计划-青年优秀人才(2020);浙江省之江青年社科学者(2021);博士研究生国家奖学金(2016);国家公派出国留学奖学金(2016);浙江省普通高等学校优秀毕业生(2014);硕士研究生国家奖学金(2013)

Business Address:教师教育学院17-731室

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