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Abstract
Conducting intervention to promote educational growth is a typical topic in educationalresearch. By comparing control versus treatment condition, educational researchers can gain if
the intervention effect is significant. Classical test theory, item response theory and diagnostic
classification model are widely used methods to evaluate intervention effect on ability growth.
The three frameworks produce unique information that estimates item statistics, ability estimates,
and intervention effects. While the three frameworks are widely used, the comparison among
three frameworks on the same assessment data are less highlighted. By using three frameworks
to the single randomized control-group pretest-posttest research design, this study will first aim
to obtain item and ability estimates. Furthermore, this study will conduct analyses on how three
frameworks produce unique information on intervention effects. Lastly, this study will suggest
theoretical and practical guidance towards which framework to assess intervention effect in
educational growth.