Solving the measurement invariance anchor item problem in item response theory.

Meade, Adam W.; Wright, Natalie

doi:10.1037/a0027934

Cited by 77 publications

(89 citation statements)

References 36 publications

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“…Identify one appropriate anchor item for each measure to establish a scale for the latent variables by the method suggested by Meade and Wright (2012) Preliminary model-data fit analyses. Because the MWML-IFA model is a recent development, there is, at present, little guidance for evaluating absolute model-data fit.…”

Section: Analytic Model and Estimation Approachmentioning

confidence: 99%

Implications of Observability for the Theory and Measurement of Emergent Team Phenomena

Carter¹,

Carter²,

DeChurch

2015

Journal of Management

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Many of the most pivotal mechanisms of team success are emergent phenomena-constructs with conceptual origins at the individual level that coalesce over time through members' interactions to characterize a team as a whole. Typically, empirical research on teams represents emergent mechanisms as the aggregate of members' self-report perceptions of the team. This dominant approach assumes members have developed a perception of the emergent property and are able to respond accurately to survey items. Yet emergent phenomena require sufficient time and team interaction before coalescing as perceptible team properties. Attempting to measure an emergent property before it is perceptible can result in inaccurate assessments and substantive conclusions. Therefore, a key purpose of this study is to develop a better understanding of the underlying characteristics of emergent team phenomena that give rise to their emergence as perceptible and, thus, accurately measurable team characteristics. We advance a conceptual framework that classifies emergent team properties on the basis of the degree to

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Section: Analytic Model and Estimation Approachmentioning

confidence: 99%

Implications of Observability for the Theory and Measurement of Emergent Team Phenomena

Carter¹,

Carter²,

DeChurch

2015

Journal of Management

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“…These methods were not feasible in this case given the large sample size as any such test would be drastically overpowered and, therefore, overly sensitive to potentially spurious group differences. To address this potential concern, effect sizes (see Meade, ) were used in lieu of significance tests following the method of Meade and Wright (). The use of such effect sizes necessitated defining criteria for what constitutes an acceptable difference because no criteria or recommendations currently exist in the DIF literature.…”

Section: Methodsmentioning

confidence: 99%

Improving the Measurement of School Climate Using Item Response Theory

Johnson

Reichenberg

Shukla³

et al. 2019

Educational Measurement

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The U.S. government has become increasingly focused on school climate, as recently evidenced by its inclusion as an accountability indicator in the Every Student Succeeds Act. Yet, there remains considerable variability in both conceptualizing and measuring school climate. To better inform the research and practice related to school climate and its measurement, we leveraged item response theory (IRT), a commonly used psychometric approach for the design of achievement assessments, to create a parsimonious measure of school climate that operates across varying individual characteristics. Students (n = 69,513) in 111 secondary schools completed a school climate assessment focused on three domains of climate (i.e., safety, engagement, and environment), as defined by the U.S. Department of Education. Item and test characteristics were estimated using the mirt package in R using unidimensional IRT. Analyses revealed measurement difficulties that resulted in a greater ability to assess less favorable perspectives on school climate. Differential item functioning analyses indicated measurement differences based on student academic success. These findings support the development of a broad measure of school climate but also highlight the importance of work to ensure precision in measuring school climate, particularly when considering use as an accountability measure.

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“…To do this, the anchor set of items used for equating should be free of IP. But IP cannot be excluded before the tests are equated (as any source of differential item functioning [19]).…”

Section: Methodsmentioning

confidence: 99%

Are Exam Questions Known in Advance? Using Local Dependence to Detect Cheating

Zimmermann

Hampe

2016

PLoS ONE

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Cheating is a common phenomenon in high stakes admission, licensing and university exams and threatens their validity. To detect if some exam questions had been affected by cheating, we simulated how data would look like if some test takers possessed item preknowledge: Responses to a small number of items were set to correct for 1–10% of test takers. Item difficulty, item discrimination, item fit, and local dependence were computed using an IRT 2PL model. Then changes in these item properties from the non-compromised to the compromised dataset were scrutinized for their sensitivity to item preknowledge. A decline in the discrimination parameter compared with previous test versions and an increase in local item dependence turned out to be the most sensitive indicators of item preknowledge. A multiplicative combination of shifts in item discrimination, item difficulty, and local item dependence detected item preknowledge with a sensitivity of 1.0 and a specificity of .95 if 11 of 80 items were preknown to 10% of the test takers. Cheating groups smaller than 5% of the test takers were not detected reliably. In the discussion, we outline an effective search for items affected by cheating, which would enable faculty staff without IRT knowledge to detect compromised items and exclude them from scoring.

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Solving the measurement invariance anchor item problem in item response theory.

Cited by 77 publications

References 36 publications

Implications of Observability for the Theory and Measurement of Emergent Team Phenomena

Implications of Observability for the Theory and Measurement of Emergent Team Phenomena

Improving the Measurement of School Climate Using Item Response Theory

Are Exam Questions Known in Advance? Using Local Dependence to Detect Cheating

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