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Differential Item Functioning for Accommodated Students with Disabilities: Effect of Differences in Proficiency Distributions
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Quesen, Sarah; Lane, Suzanne – Applied Measurement in Education, 2019
This study examined the effect of similar vs. dissimilar proficiency distributions on uniform DIF detection on a statewide eighth grade mathematics assessment. Results from the similar- and dissimilar-ability reference groups with an SWD focal group were compared for four models: logistic regression, hierarchical generalized linear model (HGLM),…
Descriptors: Test Items, Mathematics Tests, Grade 8, Item Response Theory
Providing Subscale Scores for Diagnostic Information: A Case Study when the Test Is Essentially Unidimensional
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Stone, Clement A.; Ye, Feifei; Zhu, Xiaowen; Lane, Suzanne – Applied Measurement in Education, 2010
Although reliability of subscale scores may be suspect, subscale scores are the most common type of diagnostic information included in student score reports. This research compared methods for augmenting the reliability of subscale scores for an 8th-grade mathematics assessment. Yen's Objective Performance Index, Wainer et al.'s augmented scores,…
Descriptors: Item Response Theory, Case Studies, Reliability, Scores
Examination of the Assumptions and Properties of the Graded Item Response Model: An Example Using a Mathematics Performance Assessment.
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Lane, Suzanne; And Others – Applied Measurement in Education, 1995
Over 5,000 students participated in a study of the dimensionality and stability of the item parameter estimates of a mathematics performance assessment developed for the Quantitative Understanding: Amplifying Student Achievement and Reasoning (QUASAR) Project. Results demonstrate the test's dimensionality and illustrate ways to examine use of the…
Descriptors: College Students, Estimation (Mathematics), Higher Education, Item Response Theory
Use of Restricted Item Response Theory Models for Examining the Stability of Item Parameter Estimates over Time.
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Stone, Clement A.; Lane, Suzanne – Applied Measurement in Education, 1991
A model-testing approach for evaluating the stability of item response theory item parameter estimates (IPEs) in a pretest-posttest design is illustrated. Nineteen items from the Head Start Measures Battery were used. A moderately high degree of stability in the IPEs for 5,510 children assessed on 2 occasions was found. (TJH)
Descriptors: Comparative Testing, Compensatory Education, Computer Assisted Testing, Early Childhood Education