A Methodology for Zumbo’s Third Generation DIF Analyses and the Ecology of Item Responding

Zumbo, Bruno D.; Liu, Yan; Wu, Amery D.; Shear, Benjamin R.; Astivia, Oscar L. Olvera; Ark, Tavinder K.

doi:10.1080/15434303.2014.972559

Cited by 55 publications

(85 citation statements)

References 17 publications

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“…(2006, p. 45) McNamara and Roever acknowledged that it is difficult to integrate such perspectives into assessment practice. Fox, 2003;Zumbo et al, 2015), and the socio-emotional and affective dimensions of assessment performance (Chu, Guo, & Leighton, 2014;Eklöf, 2010). McNamara, 2001McNamara, , 2007Shohamy, 2001), ecological models of assessment (e.g.…”

Section: Assessment Interaction In Contextmentioning

confidence: 99%

The neglected situation: assessment performance and interaction in context

Maddox

2015

Assessment in Education: Principles, Policy & Practice

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Informed by Goffman's influential essay on 'The neglected situation' this paper examines the contextual and interactive dimensions of performance in large-scale educational assessments. The paper applies Goffman's participation framework and associated theory in linguistic anthropology to examine how testing situations are framed and enacted as social occasions. It considers assessment as a shared focus of social activity, located in time and space, involving an assemblage of artefacts and actors. The paper presents ethnographic examples of adult literacy and numeracy assessment in Mongolia. The first part provides ethnographic description of a testing situation. The second part looks in detail at how linguistic interaction influences assessment performance.

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Section: Assessment Interaction In Contextmentioning

confidence: 99%

The neglected situation: assessment performance and interaction in context

Maddox

2015

Assessment in Education: Principles, Policy & Practice

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“…More recently, Zumbo et al. () described how DIF analyses can be used to study features of the test‐taking context that affect item responding, and hence contribute to our understanding of score meaning. In all cases, DIF analyses provide an important source of validity evidence both to ensure appropriate test score inferences and test fairness (AERA, APA, & NCME, ).…”

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confidence: 99%

“…The ecological model of item responding described by Zumbo et al. () highlights the fact that features of the test administration environment, and other ecological variables, could systematically affect item responses.…”

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confidence: 99%

Using Hierarchical Logistic Regression to Study DIF and DIF Variance in Multilevel Data

Shear

2018

J Educational Measurement

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When contextual features of test‐taking environments differentially affect item responding for different test takers and these features vary across test administrations, they may cause differential item functioning (DIF) that varies across test administrations. Because many common DIF detection methods ignore potential DIF variance, this article proposes the use of random coefficient hierarchical logistic regression (RC‐HLR) models to test for both uniform DIF and DIF variance simultaneously. A simulation study and real data analysis are used to demonstrate and evaluate the proposed RC‐HLR model. Results show the RC‐HLR model can detect uniform DIF and DIF variance more accurately than standard logistic regression DIF models in terms of bias and Type I error rates.

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“…We argued that this technique is especially suitable for the challenges of this type of data and for evaluating contextual effects on problem solving (Zumbo et al, 2015). We demonstrated the added value of adequately modeling the multilevel structure inherent to educational data: though teacher effects are often ignored by researchers, we found them to be considerable.…”

Section: Discussionmentioning

confidence: 87%

“…Yet, the context of learning is vital to its outcomes. Zumbo et al (2015) recently proposed an ecological model of item responding where responses are influenced by contextual variables at various levels: characteristics of the test, of the individual, of the teacher and school, of the family and ecology outside of school, and of the larger community. Based on this model, the authors demonstrate ecologically moderated differential item functioning (DIF) where different factors in this broader context play a role.…”

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confidence: 99%