This paper introduces the R package CDM for cognitive diagnosis models (CDMs). The package implements parameter estimation procedures for two general CDM frameworks, the generalized-deterministic input noisy-and-gate (G-DINA) and the general diagnostic model (GDM). It contains additional functions for analyzing data under these frameworks, like tools for simulating and plotting data, or for evaluating global model and item fit. The paper describes the theoretical aspects of implemented CDM frameworks and it illustrates the usage of the package with empirical data of the common fraction subtraction test by Tatsuoka (1984).

The background, organization, and maintenance of the Cryogenic Materials Data Handbook are discussed.An experimental program and its accomplishments in the past year are described.

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Several techniques have been developed in recent years to generate optimal large-scale assessments (LSAs) of student achievement. These techniques often represent a blend of procedures from such diverse fields as experimental design, combinatorial optimization, particle physics, or neural networks. However, despite the theoretical advances in the field, there still exists a surprising scarcity of well-documented test designs in which all factors that have guided design decisions are explicitly and clearly communicated. This paper therefore has two goals. First, a brief summary of relevant key terms, as well as experimental designs and automated test assembly routines in LSA, is given. Second, conceptual and methodological steps in designing the assessment of the Austrian educational standards in mathematics are described in detail. The test design was generated using a two-step procedure, starting at the item block level and continuing at the item level. Initially, a partially balanced incomplete item block design was generated using simulated annealing, whereas in a second step, items were assigned to the item blocks using mixed-integer linear optimization in combination with a shadow-test approach.

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