MIMIC, SIBTEST, Lojistik Regresyon ve Mantel-Haenszel Yöntemleriyle Gerçekleştirilen DMF ve Yanlılık Çalışması

ARIKAN, Çiğdem AKIN; UĞURLU, Seçil; ATAR, Burcu

doi:10.16986/huje.2015014226

Cited by 5 publications

(5 citation statements)

References 5 publications

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“…As a result of the research, it was discovered that there were differences with regard to the number of DIF items identified by three methods and the level of DIF that the items contained; however, methods were consistent in detecting uniform DIF. Some research also showed that MH and SIBTEST results comply with each other (Akın Arıkan, Uğurlu, & Atar, 2016;Narayanan & Swaminathan, 1994;. It should be noted that there may be some advantages and disadvantages when DIF methods used in the research are examined in respect to the length of subtests.…”

Section: Discussionmentioning

confidence: 79%

“…For this reason, using different DIF detection methods increases reliability of research results. There are also some researches that suggest using more than one method to get more reliable results (Akın Arıkan, Uğurlu, & Atar, 2016;Gök, Kelecioğlu, & Doğan, 2010). As a result of the research, it was discovered that there were differences with regard to the number of DIF items identified by three methods and the level of DIF that the items contained; however, methods were consistent in detecting uniform DIF.…”

Section: Discussionmentioning

confidence: 99%

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An Investigation of Item Bias of English Test: The Case of 2016 Year Undergraduate Placement Exam in Turkey

Akcan¹,

Kabasakal

2019

International Journal of Assessment Tools in Education

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The purpose of this study is to determine whether English test items of Undergraduate Placement Exam (UPE) in 2016 contain differential item functioning (DIF) and differential bundle functioning (DBF) in terms of gender and school type and examine the possible sources of bias of DIF items. Mantel Haenszel (MH), Simultaneous Item Bias Test (SIBTEST) and Multiple Indicator and Multiple Causes (MIMIC) methods were used for DIF analyses. DBF analyses were conducted by MIMIC and SIBTEST methods. Expert opinions were consulted to determine the sources of bias. Data set of the study consisted of responses of 59818 students to 2016 UPE English test. As a result of the analyses carried out on 60 items, it was seen that one item in translation subtest contained DIF favoring male students. In school type based analyses, it was concluded that there were nine DIF items in vocabulary and grammar knowledge subtest, six DIF items in reading comprehension subtest and four DIF items in translation subtest. Experts stated that one item containing DIF by gender was unbiased, and evidence of bias was found in thirteen of nineteen items that contained DIF by school type. According to DBF analyses, it was found that some item bundles contained DBF with respect to gender and school type. As a result of research, it was discovered that there were differences with regard to the number of DIF items identified by three methods and the level of DIF that the items contained; however, methods were consistent in detecting uniform DIF.

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Section: Discussionmentioning

confidence: 79%

Section: Discussionmentioning

confidence: 99%

An Investigation of Item Bias of English Test: The Case of 2016 Year Undergraduate Placement Exam in Turkey

Akcan¹,

Kabasakal

2019

International Journal of Assessment Tools in Education

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“…In terms of DIF detection, Kelecioğlu, Karabay, and Karabay (2014) detected one math item with a moderate effect size in the 8 th grade SBS exam administered in 2009. Another study used the same test detected another DIF item with a moderate effect (Arıkan, Uğurlu, & Atar, 2016). Results are not the same due to using different samples.…”

Section: Summary and Discussionmentioning

confidence: 98%

Seviye Belirleme Sınavında Değişen Madde ve Değişen Çeldirici Fonksiyonu Analizleri

Terzi

Yakar

2018

Eğitimde Ve Psikolojide Ölçme Ve Değerlendirme Dergisi

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Test fairness is one of the most critical elements in creating assessments. Differential item functioning (DIF) and differential distractor functioning (DDF) analyses play complementary roles in justifying test fairness. This study aims to investigate the correct (i.e., DIF) and incorrect (i.e., DDF) response choices of students based on gender in a standardized high-stakes test administered in Turkey. Given the purpose of this study, the Math section of 2011 Turkish High School Entrance Exam was investigated. For DIF analyses, Mantel Haenszel and Logistic Regression methods were used. For DDF analyses, two odds ratio approaches under the twoparameter logistic-nested logit model and nominal response model were used. According to the findings, in 500 and 1,000 sample sizes, DIF was not detected, however, only a 2,000 sample size indicated significant DIF results. Five DIF items were observed among 20 items, where three out of those five DIF items also showed DDF.

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“…As part of the LR procedure, two different criteria of DIF classification, using R 2 as a measure of effect size, need to be taken into consideration (Akın Arıkan, Uğurlu, & Atar, 2016). There are two available criteria: one from Zumbo and Thomas (1997) and one from Jodoin and Gierl (2001).…”

Section: Methodsmentioning

confidence: 99%

“…El procedimiento de la RL requiere tener en cuenta dos criterios distintos de la clasificación FDI, utilizando R 2 como medida del tamaño del efecto (Akın Arıkan, Uğurlu, & Atar, 2016). Existen dos criterios posibles, uno de Zumbo y Thomas (1997) y uno de Jodoin y Gierl (2001).…”

Section: Métodounclassified

Investigation of possible item bias on PISA 2015 science items across Chile, Costa Rica and Mexico (Estudio de los posibles sesgos entre los ítems de ciencias de la prueba PISA 2015 de Chile, Costa Rica y México)

Dzul-Garcia

Atar

2020

Culture and Education

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Programme for International Student Assessment (PISA) provides valuable information to participating countries by allowing them to compare the performance of their students with the performances of students in other countries. When making such comparisons, the construct being measured should be the same across groups at the item and test levels. The purpose of this study was to examine the responses of students to 16 dichotomously scored science items in PISA 2015 for item bias using statistical procedures at the item level. Student data in three Latin American countries (Chile, Costa Rica and Mexico) were used to run the differential item function (DIF) analyses across cultural groups. About 25% of the items for each country pair were detected as DIF items with large effect sizes. Based on the findings of the study, it can be concluded that the possible item bias effect on the validity of the interpretation and the use of PISA 2015 science test results should be considered while comparing the test results across the cultures investigated in this study.

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MIMIC, SIBTEST, Lojistik Regresyon ve Mantel-Haenszel Yöntemleriyle Gerçekleştirilen DMF ve Yanlılık Çalışması

Cited by 5 publications

References 5 publications

An Investigation of Item Bias of English Test: The Case of 2016 Year Undergraduate Placement Exam in Turkey

An Investigation of Item Bias of English Test: The Case of 2016 Year Undergraduate Placement Exam in Turkey

Seviye Belirleme Sınavında Değişen Madde ve Değişen Çeldirici Fonksiyonu Analizleri

Investigation of possible item bias on PISA 2015 science items across Chile, Costa Rica and Mexico (Estudio de los posibles sesgos entre los ítems de ciencias de la prueba PISA 2015 de Chile, Costa Rica y México)

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