A Methodology for Zumbo's Third Generation DIF Analyses and the Ecology of Item Responding

Autor/inn/en	Zumbo, Bruno D.; Liu, Yan; Wu, Amery D.; Shear, Benjamin R.; Olvera Astivia, Oscar L.; Ark, Tavinder K.
Titel	A Methodology for Zumbo's Third Generation DIF Analyses and the Ecology of Item Responding
Quelle	In: Language Assessment Quarterly, 12 (2015) 1, S.136-151 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2014.972559
Schlagwörter	Test Bias; Test Items; Holistic Approach; Models; Statistical Analysis; Reading Tests; International Programs; Item Response Theory; Regression (Statistics); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Testkritik; Test content; Testaufgabe; Holistischer Ansatz; Analogiemodell; Statistische Analyse; Lesetest; Item-Response-Theorie; Regression; Regressionsanalyse
Abstract	Methods for detecting differential item functioning (DIF) and item bias are typically used in the process of item analysis when developing new measures; adapting existing measures for different populations, languages, or cultures; or more generally validating test score inferences. In 2007 in "Language Assessment Quarterly," Zumbo introduced the concept of Third Generation DIF. In the current article we introduce a new methodology, latent class logistic regression, for Zumbo's Third Generation DIF, whose foundation is a novel ecological model of item responding. The ecological model and the new statistical methodology are introduced, and a proof-of-concept is provided, in the context of an example of an international reading test focusing on DIF due to testing language. The new DIF framework is described and contrasted with other methods, "Mplus" code is provided, and the new method is shown to have potential for application in assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01