5 Differential Item Functioning and Item Bias

Penfield, Randall D.; Camilli, Gregory

doi:10.1016/s0169-7161(06)26005-x

Cited by 160 publications

(211 citation statements)

References 62 publications

Supporting

Mentioning

185

Contrasting

Unclassified

Order By: Relevance

“…Therefore, the sources of DIF should be identified to ensure that DIF items do not lead to unfairness (e.g., Gierl and Khaliq, 2001;Stark et al, 2004;Chernyshenko et al, 2007). If the presence of DIF is related to unintended content or property in the item, then the item can be considered unfair (Penfield and Camilli, 2007).…”

Section: Limitations and Future Researchmentioning

confidence: 99%

“…Although uniform DIF is more frequently observed than non-uniform DIF in practice, several studies indicated that non-uniform DIF can also be present in real data sets from educational and psychological assessments (e.g., Mazor et al, 1994;De Beer, 2004;Le, 2006;Woods and Grimm, 2011;Teresi and Fleishman, 2017). Therefore, when conducting DIF analyses, the type of DIF (i.e., uniform or non-uniform) is crucial because different DIF methods can be more appropriate for each type of DIF (Penfield and Camilli, 2007).…”

mentioning

confidence: 99%

See 1 more Smart Citation

Detecting Multidimensional Differential Item Functioning with the Multiple Indicators Multiple Causes Model, the Item Response Theory Likelihood Ratio Test, and Logistic Regression

Bulut

Suh

2017

Front. Educ.

View full text Add to dashboard Cite

Differential item functioning (DIF) is typically evaluated in educational and psychological assessments with a simple structure in which items are associated with a single latent trait. This study aims to extend the investigation of DIF for multidimensional assessments with a non-simple structure in which items can be associated with two or more latent traits. A simulation study was conducted with the multidimensional extensions of the item response theory likelihood ratio (IRT-LR) test, the multiple indicators multiple causes (MIMIC) model, and logistic regression for detecting uniform and non-uniform DIF in multidimensional assessments. The results indicated that the IRT-LR test outperformed the MIMIC and logistic regression approaches in detecting non-uniform DIF. When detecting uniform DIF, the MIMIC and logistic regression approaches appeared to perform better than the IRT-LR test in short tests, while the performances of all three approaches were very similar in longer tests. Type I error rates for logistic regression were severely inflated compared with the other two approaches. The IRT-LR test appears to be a more balanced and powerful method than the MIMIC and logistic regression approaches in detecting DIF in multidimensional assessments with a non-simple structure.

show abstract

Section: Limitations and Future Researchmentioning

confidence: 99%

mentioning

confidence: 99%

Detecting Multidimensional Differential Item Functioning with the Multiple Indicators Multiple Causes Model, the Item Response Theory Likelihood Ratio Test, and Logistic Regression

Bulut

Suh

2017

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…This is what psychometricians called "construct validity". However, it can also be applied at the individual level as Penfield and Camilli (2007) suggested. For example, a test taker should be given a fair chance to understand the test questions, but testing conditions or language issues might pose obstacles to this goal.…”

Section: Test Fairnessmentioning

confidence: 99%

“…In other words, it might be unfair if despite the test takers knowing well the test content, they nevertheless misinterpret the instructions and the test questions. By providing Thai translations or making it as a bilingual test, this would not mislead the test-takers on the points to be asked and give a fair chance to a test taker at the individual level (Penfield and Camilli, 2007) to understand what to do or answer in the tests. This, therefore, results in the testing of actual knowledge of the learners, and not the testing of the ability to comprehend or interpret test rubrics and instructions.…”

Section: Research Question 1: What Are Students' Views On Fairness Inmentioning

confidence: 99%

Students' Perceptions of Traditional English Language Testing in Thailand

Jaturapitakkul

2013

AJIS

View full text Add to dashboard Cite

show abstract

“…En la década de los setenta, se inicia el desarrollo de los métodos para identificar ítems potencialmente sesgados, pero es hasta mediados de los ochenta cuando se consolida un marco estadístico general que sirve de soporte para el análisis del FDI; en la década siguiente proliferan las investigaciones relacionadas al concepto de FDI y a su medición y en la actualidad es un componente clave en los estudios de validación virtualmente en todas las evaluaciones a gran escala (Penfield & Camilli, 2006). La meta específica de tales estudios fue, y continúa siendo, identificar cualquier ítem con un sesgo contra la minoría y cambiarlos o removerlos de las pruebas para crear pruebas justas y tomar decisiones importantes sobre los estudiantes (Angoff, 1993;Camilli, 1993;Haladyna, 1997;Penfield & Camilli, 2006). En Costa Rica desde 1988 se reinstauraron las pruebas nacionales de bachillerato, establecidas inicialmente en el Código de Educación de 1943 y suspendidas en 1974.…”

Section: Introductionunclassified

Funcionamiento diferencial del ítem en pruebas de matemática para educación media

Moreira-Mora

2011

View full text Add to dashboard Cite

Resumen. El tema de esta investigación concierne al funcionamiento diferencial de los ítems (FDI) y sus posibles fuentes en la población de estudiantes reportados con conductas del trastorno por déficit de atención con hiperactividad (TDAH), en la prueba de Matemática de Bachillerato en Educación Media del sistema educativo formal. En la actualidad, esta temática del FDI es fundamental en el proceso de validación de pruebas con propósitos de selección, promoción y certificación. A pesar de tal relevancia, en Costa Rica no existen estudios en este campo. Por ello, dentro de este contexto y necesidades, se pretende brindar, por un lado, un aporte metodológico al demostrar las potencialidades estadísticas del método Mantel Haenszel para identificar el FDI y, por el otro, aportar algunos presupuestos teóricos sobre FDI en la población reportada con conductas del TDAH, así como generar hipótesis para prevenir el FDI en futuras pruebas de matemática.Palabras clave: Funcionamiento diferencial del ítem, validez, prueba de matemática, trastorno por déficit de atención con hiperactividad.Abstract. The topic of this research concerns al differential item functioning (DIF) and its explanation for items in Math exam from the Costa Rican national exit tests in Secondary Education. Nowadays, the theme of DIF is one central issue in test validation, considering the wide use of tests for selection, promotion and certification purposes in the educational field. Despite that importance, research about identifying DIF or its sources has not been carried out in Costa Rica. In this context and considering this need, is that this study aims to contribute, in one hand, to provide a methodological approach for a more comprehensive study of DIF and its explanations, and, in the other hand, to generate some theoretical hypotheses about sources of DIF for the population of students enlisted with Attention Deficit Hyperactivity Disorder (ADHD). Hypotheses that can also be useful to control, a priori, DIF in future tests of Math.

show abstract

5 Differential Item Functioning and Item Bias

Cited by 160 publications

References 62 publications

Detecting Multidimensional Differential Item Functioning with the Multiple Indicators Multiple Causes Model, the Item Response Theory Likelihood Ratio Test, and Logistic Regression

Detecting Multidimensional Differential Item Functioning with the Multiple Indicators Multiple Causes Model, the Item Response Theory Likelihood Ratio Test, and Logistic Regression

Students' Perceptions of Traditional English Language Testing in Thailand

Funcionamiento diferencial del ítem en pruebas de matemática para educación media

Contact Info

Product

Resources

About