A mixture model analysis of differential item functioning
A mixture model analysis of differential item functioning
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DOI：
10.1111/j.1745-3984.2005.00007
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发表时间：
2005-06-01
影响因子：
1.3
通讯作者：
Bolt, DM
中科院分区：
文献类型：
--
作者：
Cohen, AS;Bolt, DM
一旦一个差异项目功能（DIF）项目已被确定，很少有人知道的考生为谁的项目功能差异。这是因为DIF关注的是与之相关的明显的群体特征，但不能解释为什么被试对项目的反应不同。我们首先分析性别DIF的项目反应模式，然后说明，通过使用混合项目反应理论（IRT）模型，如何与DIF相关的显式特征往往有一个非常弱的关系，潜在的群体实际上被忽视或不利的项目（S）。接下来，我们提出了一种替代方法DIF评估，首先使用探索性混合模型分析，以定义的主要维度（S），有助于DIF，其次研究考生的特点与这些维度，以了解DIF的原因（S）这些考生跨类的学术特征的比较，揭示了一些明显的差异，在群体之间的显着特征。
Once a differential item functioning (DIF) item has been identified, little is known about the examinees for whom the item functions differentially. This is because DIF focuses on manifest group characteristics that are associated with it, but do not explain why examinees respond differentially to items. We first analyze item response patterns for gender DIF and then illustrate, through the use of a mixture item response theory (IRT) model, how the manifest characteristic associated with DIF often has a very weak relationship with the latent groups actually being advantaged or disadvantaged by the item(s). Next, we propose an alternative approach to DIF assessment that first uses an exploratory mixture model analysis to define the primary dimension(s) that contribute to DIF, and secondly studies examinee characteristics associated with those dimensions in order to understand the cause(s) of DIF Comparison of academic characteristics of these examinees across classes reveals some clear differences in manifest characteristics between groups.