A Mixture Model Analysis of Differential Item Functioning

Journal of Educational Measurement - Tập 42 Số 2 - Trang 133-148 - 2005
Allan S. Cohen1, Daniel M. Bolt2
1 The Univ. of Georgia
2University of Wisconsin, Madison

Tóm tắt

Once a differential item functioning (DIF) item has been identified, little is known about the examinees for whom the item functions differentially. This is because DIF focuses on manifest group characteristics that are associated with it, but do not explain why examinees respond differentially to items. We first analyze item response patterns for gender DIF and then illustrate, through the use of a mixture item response theory (IRT) model, how the manifest characteristic associated with DIF often has a very weak relationship with the latent groups actually being advantaged or disadvantaged by the item(s). Next, we propose an alternative approach to DIF assessment that first uses an exploratory mixture model analysis to define the primary dimension(s) that contribute to DIF, and secondly studies examinee characteristics associated with those dimensions in order to understand the cause(s) of DIF. Comparison of academic characteristics of these examinees across classes reveals some clear differences in manifest characteristics between groups.

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Thông tin
Thông tin xuất bản

Journal of Educational Measurement

Tập 42 Số 2

133-148

Thông tin tác giả