Performance of Three Conditional DIF Statistics in Detecting Differential Item Functioning on Simulated Tests PDF Download
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Author: Judith A. Spray
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 58
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Book Description
Author: Judith A. Spray
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 58
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Book Description
Author: Torie Amelia Stephens-Bonty
Publisher:
ISBN:
Category : Sampling (Statistics)
Languages : en
Pages :
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Book Description
Diversity in the population along with the diversity of testing usage has resulted in smaller identified groups of test takers. In addition, computer adaptive testing sometimes results in a relatively small number of items being used for a particular assessment. The need and use for statistical techniques that are able to effectively detect differential item functioning (DIF) when the population is small and or the assessment is short is necessary. Identification of empirically biased items is a crucial step in creating equitable and construct-valid assessments. Parshall and Miller (1995) compared the conventional asymptotic Mantel-Haenszel (MH) with the exact test (ET) for the detection of DIF with small sample sizes. Several studies have since compared the performance of MH to logistic regression (LR) under a variety of conditions. Both Swaminathan and Rogers (1990), and Hildalgo and Lopez-Pina (2004) demonstrated that MH and LR were comparable in their detection of items with DIF. This study followed by comparing the performance of the MH, the ET, and LR performance when both the sample size is small and test length is short. The purpose of this Monte Carlo simulation study was to expand on the research done by Parshall and Miller (1995) by examining power and power with effect size measures for each of the three DIF detection procedures. The following variables were manipulated in this study: focal group sample size, percent of items with DIF, and magnitude of DIF. For each condition, a small reference group size of 200 was utilized as well as a short, 10-item test. The results demonstrated that in general, LR was slightly more powerful in detecting items with DIF. In most conditions, however, power was well below the acceptable rate of 80%. As the size of the focal group and the magnitude of DIF increased, the three procedures were more likely to reach acceptable power. Also, all three procedures demonstrated the highest power for the most discriminating item. Collectively, the results from this research provide information in the area of small sample size and DIF detection.
Author: Paul W. Holland
Publisher: Psychology Press
ISBN: 0805809724
Category : Education
Languages : en
Pages : 450
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Book Description
First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Robert L. Brennan
Publisher: Rowman & Littlefield
ISBN: 1493082256
Category : Education
Languages : en
Pages : 804
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Book Description
Educational Measurement has been the bible in its field since the first edition was published by ACE in 1951. The importance of this fourth edition of Educational Measurement is to extensively update and extend the topics treated in the previous three editions. As such, the fourth edition documents progress in the field and provides critical guidance to the efforts of new generations of researchers and practitioners. Edited by Robert Brennan and jointly sponsored by the American Council on Education (ACE) and the National Council on Measurement in Education, the fourth edition provides in-depth treatments of critical measurement topics, and the chapter authors are acknowledged experts in their respective fields. Educational measurement researchers and practitioners will find this text essential, and those interested in statistics, psychology, business, and economics should also find this work to be of very strong interest. Topics covered are divided into three subject areas: theory and general principles; construction, administration, and scoring; and applications. The first part of the book covers the topics of validation, reliability, item response theory, scaling and norming, linking and equating, test fairness, and cognitive psychology. Part two includes chapters on test development, test administration, performance assessment, setting performance standards, and technology in testing. The final section includes chapters on second language testing, testing for accountability in K-12 schools, standardized assessment of individual achievement in K-12 schools, higher education admissions testing, monitoring educational progress, licensure and certification testing, and legal and ethical issues.
Author: Paulette C. Brown
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 138
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Book Description
The purpose of this study was to investigate how well the Mantel-Haenszel (MH) and logistic regression (LR) procedures perform in the identification of items that function differentially across gender groups and regional groups. Research questions to be answered by this study were concerned with three issues: (1) the detection rates for DIF items and items which did not exhibit DIF, (2) the agreement for the MH and LR methods in the detection of DIF items, and (3) the effectiveness of these indices across sample size and over replications. (Abstract shortened by UMI.).
Author: Terry A. Ackerman
Publisher:
ISBN:
Category : Ability
Languages : en
Pages : 392
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Book Description
The effect of random versus fixed order of item presentation was studied using a computerized testing system at the Marine Corps Communication-Electronics School (MCCES) at the Twentynine Palms Marine Base in southern California. Classes from four different annexes were randomly divided between the two administrative formats. Similar results were found for each annex. The results suggest that when MCCES items are administered via the computer, order of item presentation makes at most a very small difference. Implications and future directions are discussed. Keywords: Electronics students, Knowledge tests, Test questions, Computerized testing, Test methods. (KT).
Author: Ann Elizabeth Harman
Publisher:
ISBN:
Category : Psychological tests
Languages : en
Pages : 250
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Book Description
Author: Gabriel E. Lopez
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this investigation was to compare the efficacy of three methods for detecting differential item functioning (DIF). The performance of the crossing simultaneous item bias test (CSIBTEST), the item response theory likelihood ratio test (IRT-LR), and logistic regression (LOGREG) was examined across a range of experimental conditions including different test lengths, sample sizes, DIF and differential test functioning (DTF) magnitudes, and mean differences in the underlying trait distributions of comparison groups, herein referred to as the reference and focal groups. In addition, each procedure was implemented using both an all-other anchor approach, in which the IRT-LR baseline model, CSIBEST matching subtest, and LOGREG trait estimate were based on all test items except for the one under study, and a constant anchor approach, in which the baseline model, matching subtest, and trait estimate were based on a predefined subset of DIF-free items. Response data for the reference and focal groups were generated using known item parameters based on the three-parameter logistic item response theory model (3-PLM). Various types of DIF were simulated by shifting the generating item parameters of select items to achieve desired DIF and DTF magnitudes based on the area between the groups' item response functions. Power, Type I error, and Type III error rates were computed for each experimental condition based on 100 replications and effects analyzed via ANOVA. Results indicated that the procedures varied in efficacy, with LOGREG when implemented using an all-other approach providing the best balance of power and Type I error rate. However, none of the procedures were effective at identifying the type of DIF that was simulated.
Author: Steven J. Osterlind
Publisher: SAGE
ISBN: 1412954940
Category : Mathematics
Languages : en
Pages : 105
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Book Description
Differential Item Functioning, Second Edition is a revision of the 1983 title Test Item Bias. In the past 23 years, differential item performance has assumed a level of attention unimagined in the early 1980s. Then, only a few tests and assessment programs attended to "item bias," while doing so is now a mandatory step in any responsible assessment program. Also, technical advances, such as the widespread use of item response theory, have pushed the field of differential performance to levels of technical sophistication far beyond what was practiced years ago. This new edition presents an up-to-date description of DIF; describes varying procedures for addressing DIF in practical testing contexts; presents useful examples and studies of DIF that readers may employ as a guide in their own DIF work; and briefly describes relevant features of major statistical packages that can be employed in DIF analysis (e.g., SPSS, SAS, M+, Minitab, and Systat). This text is ideal for the measurement professional or advanced student who deals with educational or psychological assessment. Readers need only have a preliminary background in tests and measurement, including some beginning statistics and elementary algebra, in order to find this volume useful.
Author: Sangwook Park
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages :
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Book Description
ABSTRACT: Many studies have been conducted to evaluate the performance of DIF detection methods, when two groups have different ability distributions. Such studies typically have demonstrated factors that are associated with inflation of Type I error rates in DIF detection, such as mean ability differences. However, no study has examined how the direction of DIF is affected by the factors that inflate the Type I error rate. Therefore, this study investigated the possibility that the direction of DIF is systematically detected in an unexpected way, which may result in unexpected detection of DIF advantaging lower ability groups on difficult items. An extensive simulation was conducted to evaluate whether DIF in unexpected directions was observed systematically under the logistic regression approach to DIF detection. Four factors were considered in this study: 1) means of ability distributions, 2) standard deviations of ability distributions, 3) sample sizes, and 4) the magnitude of the pseudo-guessing parameters. Three levels were considered for the ability means, and two levels were considered for the ability standard deviations. Three levels were examined for sample sizes and guessing parameters. As a result, 54 (3 x 2 x 3 x 3) simulation conditions were considered. In addition, items were grouped into five groups depending on their difficulties; very easy, easy, moderate, difficult, and very difficult. The effects of the four simulation factors were evaluated for each one of the five item-difficulty groups. For each condition, 500 replications were conducted. DIF error rates, bias, SE, RMSE, the direction of DIF, and distributions of the biases were examined to evaluate the effects of the four simulation factors. The results revealed that the mean of the ability distribution and the magnitude of the pseudo-guessing parameters indeed contributed dramatically to inflation of DIF error rates, especially for very easy and very difficult items. Moreover, the directions of DIF were all negative for very easy items, but all positive for very difficult items. Finally, limitations and practical implications were discussed.
