Examining Differential Item Functions of Different Item Ordered Test Forms According to Item Difficulty Levels

doi:10.12738/estp.2016.1.0329

Cited by 6 publications

(7 citation statements)

References 8 publications

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“…Just as in the first finding, the effect of test anxiety when students face DE and R arranged items may be the reason for the differences in the performance of students in Mathematics. This finding corroborates the result of previous studies such as Soureshjani (2011);Çokluk et al (2016); Hauck et al (2017); Owan et al (2020b), which document that test items arranged in different order affects the performance of students.…”

Section: Discussionsupporting

confidence: 92%

Effect of Bibliotherapy on Truant Behaviour of Schooling Adolescents in North West Nigeria

Bashir¹,

Ngozi²,

Chimezie³

et al. 2020

TJSSR

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The study investigated the effect of bibliotherapy on the truant behaviour of schooling adolescents in North West Nigeria. Two research questions were posed to guide the study. The study adopted a Quasi-experimental design. The population for the study comprised of 824 identified SSII schooling adolescents with truancy behavioural problems drawn from the four selected schools in the North West Nigeria. The sample size used for the study was 296 SS II schooling adolescents with truant behaviour. The study adopted a structured questionnaire which was developed by the researchers for data collection. The instrument was validated by three experts drawn from Department of Educational Foundations (Special Education Unit), University of Nigeria, Nsukka; Department of Educational Psychology and Counselling, Aminu Kano College of Islamic and Legal Studies, Kano State and Department of Psychology, Ebonyi State University, Abakaliki, Nigeria. The reliability of the instruments was subjected to Cronbach Alpha Statistics and reliability coefficient of 0.91 was obtained. Mean score and standard deviation were used to analyze the data. The findings of the study revealed that school location is not a significant factor in the mean truancy behaviour of schooling adolescents; though urban schooling adolescents had a reduced mean truancy behaviour compared to their rural counterpart. The findings of the study with respect to the interaction effect of treatments and gender on schooling adolescents’ truancy behaviours revealed no significant interaction effect of treatments and gender. Based on the findings of the study, it was recommended among others that special educators, guidance counsellors, educational psychologists, and curriculum planners should plan a programme of intervention based on the bibliotherapy techniques for schooling adolescents.

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Section: Discussionsupporting

confidence: 92%

Effect of Bibliotherapy on Truant Behaviour of Schooling Adolescents in North West Nigeria

Bashir¹,

Ngozi²,

Chimezie³

et al. 2020

TJSSR

View full text Add to dashboard Cite

show abstract

“…Nevertheless, it should be noted that as topic of future investigations, it would be interesting to test the measurement invariance of the M-CTS to ensure suitable group comparisons between men and women, or in between group ages. We strongly recommend to implement specific statistical procedures to test Differential Item Functions based on Classical Test Theory as Logistic Regressions or Lord Chi-square calculation based on the Item Response Theory, for example (Çokluk et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Cultural Adaptation of the Modified Version of the Conflicts Tactics Scale (M-CTS) in Mexican Adolescents

et al. 2019

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Several scales are used in Dating Violence studies assuming cross-cultural invariance and equivalence of the measures without making the proper validation in the intended populations. This study focuses on the importance of adapting existing dating violence psychological instruments (as the widely recognized Modified Version of the Conflict Tactics Scale, M-CTS) in diverse adolescent populations adjusting to international validation procedures that ensure the cultural fit of the instrument and the measurement invariance of the construct. We sought to adapt the M-CTS in Mexican adolescents ( N = 1861; 57.5% woman) following the ITC Guidelines for Translating and Adapting Test. We made an analysis of the linguistic and cultural variables, followed by a Confirmatory Factor Analysis, and the evaluation of Construct and Known Groups Validities. We culturally modified six items and verified the four-factorial structure of the questionnaire proposed in previous studies (argumentation, psychological aggression, mild physical aggression, and sever physical aggression). We also found significant correlations in between the scores of the M-CTS and the Aggression Questionnaire (AQ) and the Dominating and Jealous Tactics Scale (DJTS), verifying the Construct Validity of the M-CTS to measure aggressive behaviors. Conclusion: the cultural adaptation of the M-CTS offered adequate reliability and validity scores in Mexican population expanding the possibilities of comparing prevalences of the problem between nations with a reliable instrument based on the same theoretical and methodological perspectives.

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“…There are numerous studies on IP effects on psychometric item characteristics in the related literature (Hambleton, 1968;Hambleton & Traub, 1974;Kelinke, 1980;Klosner & Gellman, 1973;Leary & Dorans, 1985;Lee, 2007;Newman et al, 1988;Perlini et al, 1998). However, there are fewer studies on whether using different forms or booklets in achievement exams leads to certain psychometric problems such as DIF, and in the majority of these studies, while some focus on item order effects by ordering items from easy to difficult, difficult to easy, or randomly based on item difficulty index (Balta & Omur Sunbul, 2017;Çokluk et al, 2016;Freedle & Kostin, 1991;Plake et al, 1988;Ryan & Chiu, 2001), others focus on IP effects (Avcu et al, 2018;Bulut, 2015;Erdem, 2015). Ryan and Chiu (2001) developed two forms consisting of 40-items which included topics they had addressed, namely algebra, trigonometry, geometry, and analytic geometry.…”

Section: Differential Item Functioning Based On Position Effectsmentioning

confidence: 99%

An Investigation of Item Position Effects by Means of IRT-Based Differential Item Functioning Methods

Soysal

Koğar

2021

International Journal of Assessment Tools in Education

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In this study, whether item position effects lead to DIF in the condition where different test booklets are used was investigated. To do this the methods of Lord's chi-square and Raju's unsigned area with the 3PL model under with and without item purification were used. When the performance of the methods was compared, it was revealed that generally, the method of Lord's chi-square identified more items with DIF than did the method of Raju's unsigned area. The differentiation of the booklets with respect to item position resulted in a higher number of items displaying DIF with item purification conditions. Based on the findings of the present study, to avoid the occurrence of DIF due to item position effects, it is recommended to position the same items across different booklets in similar locations when forming different booklets. Item Position EffectsThe interaction between the position of a test item in a test booklet and the performance a test taker displays on the same item is called item position effects -IP effects (Qian, 2014). Kingston and Dorans (1984) stated that, in the most classical way, IP effects may emerge in two conditions; namely, items in a measurement instrument that are positioned towards the end may be found easy by test takers owing to practice or learning effect (a positive IP effect) or they can be found difficult owing to fatigue effect (a negative IP effect). An item displaying IP effects means that the item parameters (e.g., difficulty or discrimination) can vary according to the item's position in the booklet (Weirich et al., 2017). For example, Weirich et al. ( 2017) stated that considering IP effects on item difficulty, an item administered at the end of a test often is more difficult than the same item administered at the beginning of the test (p.115). Similarly, Le (2017) concluded that items tend to be more difficult when placed towards the end of the test. The test-takers in this study may have found the items positioned towards the end difficult owing to their decrease in motivation in the exam. However, whatever the underlying reason is, conditions that occur owing to IP effects negatively impact the validity of the results. Various studies have also indicated that it is important to consider position effect to test the validity of an assessment (Hahne, 2008;Hohensinn et al., 2008;Qian, 2014). Studies in the literature investigated whether creating different test forms, arranging the location of the items in the test, and ordering the items from easy to hard or hard to easy affect the individuals' performance or item parameters. However, the results of the studies that examined this subject are not the same. While some studies have determined that the item position has a role on individuals' performance (

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Examining Differential Item Functions of Different Item Ordered Test Forms According to Item Difficulty Levels

Cited by 6 publications

References 8 publications

Effect of Bibliotherapy on Truant Behaviour of Schooling Adolescents in North West Nigeria

Effect of Bibliotherapy on Truant Behaviour of Schooling Adolescents in North West Nigeria

Cultural Adaptation of the Modified Version of the Conflicts Tactics Scale (M-CTS) in Mexican Adolescents

An Investigation of Item Position Effects by Means of IRT-Based Differential Item Functioning Methods

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