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CONCEPTUAL ANALYSIS article
Front. Educ.
Sec. Assessment, Testing and Applied Measurement
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1556993
This article is part of the Research TopicHow do we collect all this data? A performative account of International Large-Scale Assessment data collection in times of systemic diversityView all articles
Culturally Inclusive Models: DCMs 1 Prospects for Development of Culturally Inclusive Models for Education: Diagnostic Classification Models
Provisionally accepted- University of Oregon, Eugene, United States
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In this publication both DCMs and education must be addressed as an issue of development; specifically they must be looked at through a lens that supports their importance for potential funding and to meet goals of development set out by Alma-ata, The World Health organization, as well as the United Nations Development Goals, and Millennium Development Goals. Social determinants, bad governance, climate change, financial crisis, etc. are causes of ill health. DCMs promise to make progress in lessening inequity, improving health, and providing empowerment. Still, other efforts are needed to address social issues such as rural employment, food security, health care, social identification, and education.
Keywords: diagnostic classification models, Cultural Pedagogy, development, international assessment, Education -
Received: 07 Jan 2025; Accepted: 08 Apr 2025.
Copyright: © 2025 Urrutia-Jorde. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Matias Urrutia-Jorde, University of Oregon, Eugene, United States
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