DIF detection across two methods of defining group comparisons: pairwise and composite group comparisons
Başlık çevirisi mevcut değil.
- Tez No: 519152
- Danışmanlar: Dr. ANNE CORINNE HUGGINS
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, İstatistik, Education and Training, Statistics
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2013
- Dil: İngilizce
- Üniversite: University of Florida
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 101
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Özet (Çeviri)
Differential item functioning (DIF) analysis is a key component in the evaluation of fairness as a lack of bias in educational tests (AERA, APA, & NCME, 1999; Zwick, 2012). This study compares two methods of defining groups for the detection of differential item functioning (DIF): (a) pairwise comparisons and (b) composite group comparisons. The two methods differ in how they implicitly define fairness as a lack of bias, yet the vast majority of DIF studies use pairwise methods without justifying this decision and/or connecting the decision to the appropriate definition of fairness. This study aims to emphasize and empirically support the notion that our choice of pairwise versus composite group definitions in DIF is a reflection of how we define fairness in DIF studies. In this study, a simulation was conducted based on data from a 60-item ACT Mathematics test (ACT,1997; Hanson & Beguin, 2002) . The Unsigned area measure (Raju, 1988) was utilized as the DIF detection method. Results indicate that the amount of flagged DIF was lower in composite comparisons than pairwise comparisons. The results were discussed in connection to the differing definitions of fairness. Practitioners were recommended to explicitly define fairness as a lack of bias within their own measurement context, and to choose pairwise or composite methods in a manner that aligns with their definition of fairness. Limitations and suggestions for further research were also provided to the researchers and practitioner.
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