ERIC Number: EJ1182261
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2196-0739
EISSN: N/A
Available Date: N/A
Comparing DIF Methods for Data with Dual Dependency
Jin, Ying; Kang, Minsoo
Large-scale Assessments in Education, v4 Article 18 2016
Background: The current study compared four differential item functioning (DIF) methods to examine their performances in terms of accounting for dual dependency (i.e., person and item clustering effects) simultaneously by a simulation study, which is not sufficiently studied under the current DIF literature. The four methods compared are logistic regression accounting neither person nor item clustering effect, hierarchical logistic regression accounting for person clustering effect, the testlet model accounting for the item clustering effect, and the multilevel testlet model accounting for both person and item clustering effects. The secondary goal of the current study was to evaluate the trade-off between simple models and complex models for the accuracy of DIF detection. An empirical example analyzing the 2011 TIMSS Mathematics data was also included to demonstrate the differential performances of the four DIF methods. A number of DIF analyses have been done on the TIMSS data, and rarely had these analyses accounted for the dual dependence of the data. Results: Results indicated the complex models did not outperform simple models under certain conditions, especially when DIF parameters were considered in addition to significance tests. Conclusions: Results of the current study could provide supporting evidence for applied researchers in selecting the appropriate DIF methods under various conditions.
Descriptors: Comparative Analysis, Test Bias, Simulation, Regression (Statistics), Elementary Secondary Education, Achievement Tests, Foreign Countries, International Assessment, Science Tests, Science Achievement, Mathematics Achievement, Mathematics Tests, Item Analysis, Test Items, Models
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A
Author Affiliations: N/A