Examining the Effectiveness of Test Accommodation Using DIF and a Mixture IRT Model

Cho, Hyun-Jeong; Lee, Jae‐Hoon; Kingston, Neal M.

doi:10.1080/08957347.2012.714682

Cited by 17 publications

(20 citation statements)

References 21 publications

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“…Cho et al (2012) also arrived at the same conclusion to explain the inconsistent findings of their study. Thus, student characteristics such as gender, language, or disability should be taken into account, as they are insightful for explaining the occurrence of DIF; as well, they ''provide a clearer explanation as to why the DIF may have occurred'' (Cohen et al, 2005, p. 230).…”

Section: Including Student Factors In Lca Modelssupporting

confidence: 52%

Examining Student Factors in Sources of Setting Accommodation DIF

Lin

2013

Educational and Psychological Measurement

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This exploratory study investigated potential sources of setting accommodation resulting in differential item functioning (DIF) on math and reading assessments for examinees with varied learning characteristics. The examinees were those who participated in large-scale assessments and were tested in either standardized or accommodated testing conditions. The data were examined using multilevel measurement modeling, latent class analyses (LCA), and log-linear and odds ratio analyses. The results indicate that LCA models yielded substantially better fits to the observed data when they included only one covariate (total scores) than others with multiple covariates. Consistent patterns emerged from the results also show that the observed math and reading DIF can be explained by examinees' latent abilities, accommodation status, and characteristics (including gender, home language, and learning attitudes). The present study not only confirmed previous findings that examinees' characteristics are helpful in identifying sources of DIF but also addressed some limitations of previous studies by using an alternative and viable covariate strategy for LCA models.Keywords differential item functioning, latent class models with covariates, sources of DIF, test accommodation Examinees with special needs have usually been included in large-scale assessments to meet a variety of educational goals and purposes (e.g., educational accountability,

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Section: Including Student Factors In Lca Modelssupporting

confidence: 52%

Examining Student Factors in Sources of Setting Accommodation DIF

Lin

2013

Educational and Psychological Measurement

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“…As an example of an applied study, Cho, Lee, and Kingston (2012) investigated the effect of testing accommodation on a math assessment for students with disabilities by comparing accommodated versus non-accommodated groups. Unlike findings in numerous studies that accommodation was a source of DIF, they found that latent math ability was an unobserved source of DIF (that is, between-class latent DIF) when the mixture IRT model was used.…”

Section: Chapter 1: Introductionmentioning

confidence: 99%

Evaluation of Two Types of Differential Item Functioning in Factor Mixture Models With Binary Outcomes

Lee

Beretvas

2014

Educational and Psychological Measurement

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Conventional differential item functioning (DIF) detection methods (e.g., the Mantel–Haenszel test) can be used to detect DIF only across observed groups, such as gender or ethnicity. However, research has found that DIF is not typically fully explained by an observed variable. True sources of DIF may include unobserved, latent variables, such as personality or response patterns. The factor mixture model (FMM) is designed to detect unobserved sources of heterogeneity in factor models. The current study investigated use of the FMM for detecting between-class latent DIF and class-specific observed DIF. Factors that were manipulated included the DIF effect size and the latent class probabilities. The performance of model fit indices (Akaike information criterion [AIC], Bayesian information criterion [BIC], sample size–adjusted BIC, and consistent AIC) were assessed for their detection of the correct DIF model. The recovery of DIF parameters was also assessed. Results indicated that use of FMMs with binary outcomes performed well in terms of the DIF detection and for recovery of large DIF effects. When class probabilities were unequal with small DIF effects, performance decreased for fit indices, power, and the recovery of DIF effects compared with equal class probability conditions. Inflated Type I errors were found for non-DIF items across simulation conditions. Results and future research directions for applied and methodological are discussed.

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“…Los análisis de DIF realizados en las pruebas de lenguaje y matemática aplicada en los niveles desde 4° a 8° muestran que los ítems con DIF encontrados en 5°, 6° y 8° (en lenguaje) y 4° y 8° (en matemática) no superan el 10%, lo que coincidiría con los resultados de Moreira (2008), quien reportó un 18% de ítems con DIF según TDAH, y con Cho et al (2012), quienes reportaron un 21% de ítems con DIF.…”

Section: Discussionunclassified

“…Además, los resultados sugieren que no existe diferencia en la habilidad promedio entre los grupos estudiados, lo que concuerda con los estudios reportados por Gregg (2007) y por Cho et al (2012). Sin embargo, no coinciden con lo reportado por Kettler et al (2005) y Mandinach et al (2005, puesto que dichos autores sostienen que solo si se aplican adecuaciones al grupo de niños integrados no existirían diferencias entre grupos.…”

Section: Discussionunclassified

Funcionamiento Diferencial del Ítem en una Evaluación Estandarizada según Necesidades Educativas Especiales Transitorias

Morales

Etchegaray²

2016

riee

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Un aspecto fundamental en la evaluación de aprendizajes es la validez de los resultados de la prueba utilizada, que no solo supone medir lo que se dice sino considerar las implicaciones de esos resultados, porque a partir de ellos se toman variadas decisiones. La existencia de funcionamiento diferencial del ítem (DIF) indica que sujetos que tienen igual grado de habilidad presentan diferente probabilidad de responder correctamente a un ítem, lo que se relaciona con el sesgo, es decir, favorecer a un grupo sobre otro en la evaluación. En los últimos años, la integración y el aprendizaje de los alumnos con necesidades educativas especiales transitorias (NEET) han sido el foco de políticas educacionales especiales que involucran recursos, especialistas y nuevas formas de trabajar en las escuelas de Chile. Mediante un enfoque metodológico secuencial cuantitativo se exploró el funcionamiento diferencial del ítem de una prueba estandarizada aplicada por un centro de medición en educación (MIDE UC) a más de 100 establecimientos en Chile en las áreas de lenguaje y matemática en los niveles desde 4° a 8° Básico para niños con y sin NEET. Un primer análisis cuantitativo exploró el funcionamiento diferencial del ítem (DIF) obteniéndose similitudes en la habilidad promedio de los grupos y pocos ítems con DIF significativo (menos del 10%). Posteriormente, se exploró la forma en que los colegios operacionalizan la variable integración, observándose que el grupo de niños sin NEET usado en el análisis estadístico puede haber sido, en realidad, un grupo híbrido que incluía a algunos niños con NEET.Palabras clave: Evaluación, Sesgo, Funcionamiento diferencial del ítem (DIF), Sesgo estadístico, Integración educativa, Validez, Necesidades educativas especiales transitorias (NEET).An important aspect of learning assessment is the validity of the results of the test used because they are the basis for social, political or institutional decisions. The existence of differential item functioning (DIF) indicates that subjects having presented the same degree of skill, have different probability of correctly respond to an item, which strongly affect an aspect of the validity of the test, which relates to the bias, i.e. favor one group over another in the evaluation. In recent years, integration and learning of students with temporary special educational needs (NEET) have been the focus of special education policies involving resources, specialists and new ways of working in schools in Chile. Using a sequential quantitative methodological approach we explored the differential item functioning, aspect of the validity of the results, of a standardized test administered by measurement center (MIDE UC) to more than 100 schools in Chile in language and mathematics from 4th to 8th grade to children with and without NEET. An initial analysis of differential item functioning (DIF) showed similarities in the average group ability and few items with significant DIF (less than 10%). Later, we explored how schools operationalize the variable depicting...

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Examining the Effectiveness of Test Accommodation Using DIF and a Mixture IRT Model

Cited by 17 publications

References 21 publications

Examining Student Factors in Sources of Setting Accommodation DIF

Examining Student Factors in Sources of Setting Accommodation DIF

Evaluation of Two Types of Differential Item Functioning in Factor Mixture Models With Binary Outcomes

Funcionamiento Diferencial del Ítem en una Evaluación Estandarizada según Necesidades Educativas Especiales Transitorias

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