International trended assessments have longattempted to provide instructional information to educational researchers andclassroom teachers. Studies have shown that traditional methods of itemanalysis have not provided specific information that can be directly applicableto improve student performance. To this end, cognitive diagnosis models (CDMs)were developed to identify the presence or the absence of multiple fine-grained skills or attributes. This study reanalyzedthe TIMSS 2003 8^th grade mathematics assessment by applying acognitive diagnosis modeling approach to provide useful information about testtakers. Specifically, the deterministic, inputs, noisy, “and” gate (DINA;Junker & Sijtsma, 2001) model was used to provide more valuable diagnosticinformation about how well students perform on underlying skills and cognitiveprocesses necessary to answer mathematics problems. Results showed that theinterpretable benefits of using the DINA discrimination index providedadditional information about comparative differences between the U.S. andKorea.