CORRECTION article

Front. Psychol., 11 October 2021

Sec. Quantitative Psychology and Measurement

Volume 12 - 2021 | https://doi.org/10.3389/fpsyg.2021.769429

Corrigendum: Integrating a Statistical Topic Model and a Diagnostic Classification Model for Analyzing Items in a Mixed Format Assessment

  • 1. Georgia Center for Assessment, Department of Educational Psychology, University of Georgia, Athens, GA, United States

  • 2. Department of Psychology, University of Virginia, Charlottesville, VA, United States

  • 3. Department of Psychological and Quantitative Foundations, University of Iowa, Iowa City, IA, United States

  • 4. Rossier School of Education, University of Southern California, Los Angeles, CA, United States

In the original publication, an author's name was incorrectly spelled as ‘H.-J. Choi’. The correct spelling is ‘Hye-Jeong Choi’. The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.

Publisher's Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Summary

Keywords

text analysis, mixed format test, diagnostic classification model, structural topic model, statistical topic models

Citation

Choi H-J, Kim S, Cohen AS, Templin J and Copur-Gencturk Y (2021) Corrigendum: Integrating a Statistical Topic Model and a Diagnostic Classification Model for Analyzing Items in a Mixed Format Assessment. Front. Psychol. 12:769429. doi: 10.3389/fpsyg.2021.769429

Received

02 September 2021

Accepted

21 September 2021

Published

11 October 2021

Approved by

Frontiers Editorial Office, Frontiers Media SA, Switzerland

Volume

12 - 2021

Updates

Copyright

*Correspondence: Hye-Jeong Choi

This article was submitted to Quantitative Psychology and Measurement, a section of the journal Frontiers in Psychology

Disclaimer

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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