Pub Date : 2018-04-03DOI: 10.1080/15305058.2017.1398166
The second edition of the International Test Commission Guidelines for Translating and Adapting Tests was prepared between 2005 and 2015 to improve upon the first edition, and to respond to advances in testing technology and practices. The 18 guidelines are organized into six categories to facilitate their use: pre-condition (3), test development (5), confirmation (4), administration (2), scoring and interpretation (2), and documentation (2). For each guideline, an explanation is provided along with suggestions for practice. A checklist is provided to improve the implementation of the guidelines.
{"title":"ITC Guidelines for Translating and Adapting Tests (Second Edition)","authors":"","doi":"10.1080/15305058.2017.1398166","DOIUrl":"https://doi.org/10.1080/15305058.2017.1398166","url":null,"abstract":"The second edition of the International Test Commission Guidelines for Translating and Adapting Tests was prepared between 2005 and 2015 to improve upon the first edition, and to respond to advances in testing technology and practices. The 18 guidelines are organized into six categories to facilitate their use: pre-condition (3), test development (5), confirmation (4), administration (2), scoring and interpretation (2), and documentation (2). For each guideline, an explanation is provided along with suggestions for practice. A checklist is provided to improve the implementation of the guidelines.","PeriodicalId":46615,"journal":{"name":"International Journal of Testing","volume":"18 1","pages":"101 - 134"},"PeriodicalIF":1.7,"publicationDate":"2018-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15305058.2017.1398166","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49495890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-03DOI: 10.1080/15305058.2017.1345913
Mengyang Cao, Q. Song, L. Tay
There is a growing use of noncognitive assessments around the world, and recent research has posited an ideal point response process underlying such measures. A critical issue is whether the typical use of dominance approaches (e.g., average scores, factor analysis, and the Samejima's graded response model) in scoring such measures is adequate. This study examined the performance of an ideal point scoring approach (e.g., the generalized graded unfolding model) as compared to the typical dominance scoring approaches in detecting curvilinear relationships between scored trait and external variable. Simulation results showed that when data followed the ideal point model, the ideal point approach generally exhibited more power and provided more accurate estimates of curvilinear effects than the dominance approaches. No substantial difference was found between ideal point and dominance scoring approaches in terms of Type I error rate and bias across different sample sizes and scale lengths, although skewness in the distribution of trait and external variable can potentially reduce statistical power. For dominance data, the ideal point scoring approach exhibited convergence problems in most conditions and failed to perform as well as the dominance scoring approaches. Practical implications for scoring responses to Likert-type surveys to examine curvilinear effects are discussed.
{"title":"Detecting Curvilinear Relationships: A Comparison of Scoring Approaches Based on Different Item Response Models","authors":"Mengyang Cao, Q. Song, L. Tay","doi":"10.1080/15305058.2017.1345913","DOIUrl":"https://doi.org/10.1080/15305058.2017.1345913","url":null,"abstract":"There is a growing use of noncognitive assessments around the world, and recent research has posited an ideal point response process underlying such measures. A critical issue is whether the typical use of dominance approaches (e.g., average scores, factor analysis, and the Samejima's graded response model) in scoring such measures is adequate. This study examined the performance of an ideal point scoring approach (e.g., the generalized graded unfolding model) as compared to the typical dominance scoring approaches in detecting curvilinear relationships between scored trait and external variable. Simulation results showed that when data followed the ideal point model, the ideal point approach generally exhibited more power and provided more accurate estimates of curvilinear effects than the dominance approaches. No substantial difference was found between ideal point and dominance scoring approaches in terms of Type I error rate and bias across different sample sizes and scale lengths, although skewness in the distribution of trait and external variable can potentially reduce statistical power. For dominance data, the ideal point scoring approach exhibited convergence problems in most conditions and failed to perform as well as the dominance scoring approaches. Practical implications for scoring responses to Likert-type surveys to examine curvilinear effects are discussed.","PeriodicalId":46615,"journal":{"name":"International Journal of Testing","volume":"18 1","pages":"178 - 205"},"PeriodicalIF":1.7,"publicationDate":"2018-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15305058.2017.1345913","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49612645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-28DOI: 10.1080/15305058.2018.1429446
K. Man, Jeffery R. Harring, Yunbo Ouyang, Sarah L. Thomas
Many important high-stakes decisions—college admission, academic performance evaluation, and even job promotion—depend on accurate and reliable scores from valid large-scale assessments. However, examinees sometimes cheat by copying answers from other test-takers or practicing with test items ahead of time, which can undermine the effectiveness of such assessments in yielding accurate, precise information of examinees' performances. This study focuses on the utility of a new nonparametric person-fit index using examinees' response times to detect two types of cheating behaviors. The feasibility of this method was investigated vis-à-vis a Monte Carlo simulation as well as through analyzing data from a large-scale assessment. Findings indicate that the proposed index was quite successful in detecting pre-knowledge cheating and extreme one-item cheating.
{"title":"Response Time Based Nonparametric Kullback-Leibler Divergence Measure for Detecting Aberrant Test-Taking Behavior","authors":"K. Man, Jeffery R. Harring, Yunbo Ouyang, Sarah L. Thomas","doi":"10.1080/15305058.2018.1429446","DOIUrl":"https://doi.org/10.1080/15305058.2018.1429446","url":null,"abstract":"Many important high-stakes decisions—college admission, academic performance evaluation, and even job promotion—depend on accurate and reliable scores from valid large-scale assessments. However, examinees sometimes cheat by copying answers from other test-takers or practicing with test items ahead of time, which can undermine the effectiveness of such assessments in yielding accurate, precise information of examinees' performances. This study focuses on the utility of a new nonparametric person-fit index using examinees' response times to detect two types of cheating behaviors. The feasibility of this method was investigated vis-à-vis a Monte Carlo simulation as well as through analyzing data from a large-scale assessment. Findings indicate that the proposed index was quite successful in detecting pre-knowledge cheating and extreme one-item cheating.","PeriodicalId":46615,"journal":{"name":"International Journal of Testing","volume":"18 1","pages":"155 - 177"},"PeriodicalIF":1.7,"publicationDate":"2018-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15305058.2018.1429446","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47362564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-27DOI: 10.1080/15305058.2018.1428980
S. Kim, Ki Cole, M. Mwavita
This study investigated the effects of linking potentially multidimensional test forms using the fixed item parameter calibration. Forms had equal or unequal total test difficulty with and without confounding difficulty. The mean square errors and bias of estimated item and ability parameters were compared across the various confounding tests. The estimated discrimination parameters were influenced by the levels of correlation between dimensions. The mean square errors (MSEs) of the average of the true discrimination parameters with the estimated value were smallest when the correlation equaled 0; however, the MSEs of the multidimensional discrimination parameter were smallest when the correlation was larger than 0. The estimated difficulty parameters were highly affected by different amount of confounding difficulty within dimensions. Furthermore, the MSEs of the average of the true ability parameters on the first and second dimensions with the estimated ability were smaller than those from the ability parameter on each dimension for all conditions. The pattern varied according to the number of common items, and the measures of MSE and squared bias were relatively consistent across forms at the same level of correlation, except for the condition where the correlation was 0 and the number of common items was 8.
{"title":"FIPC Linking Across Multidimensional Test Forms: Effects of Confounding Difficulty within Dimensions","authors":"S. Kim, Ki Cole, M. Mwavita","doi":"10.1080/15305058.2018.1428980","DOIUrl":"https://doi.org/10.1080/15305058.2018.1428980","url":null,"abstract":"This study investigated the effects of linking potentially multidimensional test forms using the fixed item parameter calibration. Forms had equal or unequal total test difficulty with and without confounding difficulty. The mean square errors and bias of estimated item and ability parameters were compared across the various confounding tests. The estimated discrimination parameters were influenced by the levels of correlation between dimensions. The mean square errors (MSEs) of the average of the true discrimination parameters with the estimated value were smallest when the correlation equaled 0; however, the MSEs of the multidimensional discrimination parameter were smallest when the correlation was larger than 0. The estimated difficulty parameters were highly affected by different amount of confounding difficulty within dimensions. Furthermore, the MSEs of the average of the true ability parameters on the first and second dimensions with the estimated ability were smaller than those from the ability parameter on each dimension for all conditions. The pattern varied according to the number of common items, and the measures of MSE and squared bias were relatively consistent across forms at the same level of correlation, except for the condition where the correlation was 0 and the number of common items was 8.","PeriodicalId":46615,"journal":{"name":"International Journal of Testing","volume":"18 1","pages":"323 - 345"},"PeriodicalIF":1.7,"publicationDate":"2018-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15305058.2018.1428980","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59952903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-23DOI: 10.1080/15305058.2018.1428981
Michelle P. Martín‐Raugh, Cristina Anguiano-Carrsaco, Teresa Jackson, Meghan W. Brenneman, Lauren M. Carney, Patrick V. Barnwell, Jonathan F. Kochert
Single-response situational judgment tests (SRSJTs) differ from multiple-response SJTs (MRSJTS) in that they present test takers with edited critical incidents and simply ask test takers to read over the action described and evaluate it according to its effectiveness. Research comparing the reliability and validity of SRSJTs and MRSJTs is thus far extremely limited. The study reported here directly compares forms of a SRSJT and MRSJT and explores the reliability, convergent validity, and predictive validity of each format. Results from this investigation present preliminary evidence to suggest SRSJTs may produce internal consistency reliability, convergent validity, and predictive validity estimates that are comparable to those achieved with many traditional MRSJTs. We conclude by discussing practical implications for personnel selection and assessment, and future research in psychological science more broadly.
{"title":"Effects of Situational Judgment Test Format on Reliability and Validity","authors":"Michelle P. Martín‐Raugh, Cristina Anguiano-Carrsaco, Teresa Jackson, Meghan W. Brenneman, Lauren M. Carney, Patrick V. Barnwell, Jonathan F. Kochert","doi":"10.1080/15305058.2018.1428981","DOIUrl":"https://doi.org/10.1080/15305058.2018.1428981","url":null,"abstract":"Single-response situational judgment tests (SRSJTs) differ from multiple-response SJTs (MRSJTS) in that they present test takers with edited critical incidents and simply ask test takers to read over the action described and evaluate it according to its effectiveness. Research comparing the reliability and validity of SRSJTs and MRSJTs is thus far extremely limited. The study reported here directly compares forms of a SRSJT and MRSJT and explores the reliability, convergent validity, and predictive validity of each format. Results from this investigation present preliminary evidence to suggest SRSJTs may produce internal consistency reliability, convergent validity, and predictive validity estimates that are comparable to those achieved with many traditional MRSJTs. We conclude by discussing practical implications for personnel selection and assessment, and future research in psychological science more broadly.","PeriodicalId":46615,"journal":{"name":"International Journal of Testing","volume":"18 1","pages":"135 - 154"},"PeriodicalIF":1.7,"publicationDate":"2018-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15305058.2018.1428981","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48386096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-04DOI: 10.1080/15305058.2017.1407766
S. Papageorgiou, Ikkyu Choi
This study examined whether reporting subscores for groups of items within a test section assessing a second-language modality (specifically reading or listening comprehension) added value from a measurement perspective to the information already provided by the section scores. We analyzed the responses of 116,489 test takers to reading and listening items from operational administrations of two large-scale international tests of English as a foreign language. To “strengthen” the reliability of the subscores, and thus improve their added value, we applied a score augmentation method (Haberman, 2008). In doing so, our aim was to examine whether reporting augmented subscores for specific groups of reading and listening items could improve the added value of these subscores and consequently justify providing more fine-grained information about test taker performance. Our analysis indicated that in general, there was lack of support for reporting subscores from a psychometric perspective, and that score augmentation marginally improved the added value of the subscores. We discuss several implications of our findings for test developers wishing to report more fine-grained information about test performance. We conclude by arguing that research on how to best report such refined feedback should remain the focus of future efforts related to second-language proficiency tests.
{"title":"Adding Value to Second-Language Listening and Reading Subscores: Using a Score Augmentation Approach","authors":"S. Papageorgiou, Ikkyu Choi","doi":"10.1080/15305058.2017.1407766","DOIUrl":"https://doi.org/10.1080/15305058.2017.1407766","url":null,"abstract":"This study examined whether reporting subscores for groups of items within a test section assessing a second-language modality (specifically reading or listening comprehension) added value from a measurement perspective to the information already provided by the section scores. We analyzed the responses of 116,489 test takers to reading and listening items from operational administrations of two large-scale international tests of English as a foreign language. To “strengthen” the reliability of the subscores, and thus improve their added value, we applied a score augmentation method (Haberman, 2008). In doing so, our aim was to examine whether reporting augmented subscores for specific groups of reading and listening items could improve the added value of these subscores and consequently justify providing more fine-grained information about test taker performance. Our analysis indicated that in general, there was lack of support for reporting subscores from a psychometric perspective, and that score augmentation marginally improved the added value of the subscores. We discuss several implications of our findings for test developers wishing to report more fine-grained information about test performance. We conclude by arguing that research on how to best report such refined feedback should remain the focus of future efforts related to second-language proficiency tests.","PeriodicalId":46615,"journal":{"name":"International Journal of Testing","volume":"18 1","pages":"207 - 230"},"PeriodicalIF":1.7,"publicationDate":"2018-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15305058.2017.1407766","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43463605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/15305058.2017.1396463
A. Huggins-Manley, Yuxi Qiu, Randall D. Penfield
Score equity assessment (SEA) refers to an examination of population invariance of equating across two or more subpopulations of test examinees. Previous SEA studies have shown that score equity may be present for examinees scoring at particular test score ranges but absent for examinees scoring at other score ranges. No studies to date have performed research for the purpose of understanding why score equity can be inconsistent across the score range of some tests. The purpose of this study is to explore a source of uneven subpopulation score equity across the score range of a test. It is hypothesized that the difficulty of anchor items displaying differential item functioning (DIF) is directly related to the score location at which issues of score inequity are observed. The simulation study supports the hypothesis that the difficulty of DIF items has a systematic impact on the uneven nature of conditional score equity.
{"title":"Exploring a Source of Uneven Score Equity across the Test Score Range","authors":"A. Huggins-Manley, Yuxi Qiu, Randall D. Penfield","doi":"10.1080/15305058.2017.1396463","DOIUrl":"https://doi.org/10.1080/15305058.2017.1396463","url":null,"abstract":"Score equity assessment (SEA) refers to an examination of population invariance of equating across two or more subpopulations of test examinees. Previous SEA studies have shown that score equity may be present for examinees scoring at particular test score ranges but absent for examinees scoring at other score ranges. No studies to date have performed research for the purpose of understanding why score equity can be inconsistent across the score range of some tests. The purpose of this study is to explore a source of uneven subpopulation score equity across the score range of a test. It is hypothesized that the difficulty of anchor items displaying differential item functioning (DIF) is directly related to the score location at which issues of score inequity are observed. The simulation study supports the hypothesis that the difficulty of DIF items has a systematic impact on the uneven nature of conditional score equity.","PeriodicalId":46615,"journal":{"name":"International Journal of Testing","volume":"18 1","pages":"50 - 70"},"PeriodicalIF":1.7,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15305058.2017.1396463","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45374977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/15305058.2017.1312408
S. Şen
Recent research has shown that over-extraction of latent classes can be observed in the Bayesian estimation of the mixed Rasch model when the distribution of ability is non-normal. This study examined the effect of non-normal ability distributions on the number of latent classes in the mixed Rasch model when estimated with maximum likelihood estimation methods (conditional, marginal, and joint). Three information criteria fit indices (Akaike information criterion, Bayesian information criterion, and sample size adjusted BIC) were used in a simulation study and an empirical study. Findings of this study showed that the spurious latent class problem was observed with marginal maximum likelihood and joint maximum likelihood estimations. However, conditional maximum likelihood estimation showed no overextraction problem with non-normal ability distributions.
{"title":"Spurious Latent Class Problem in the Mixed Rasch Model: A Comparison of Three Maximum Likelihood Estimation Methods under Different Ability Distributions","authors":"S. Şen","doi":"10.1080/15305058.2017.1312408","DOIUrl":"https://doi.org/10.1080/15305058.2017.1312408","url":null,"abstract":"Recent research has shown that over-extraction of latent classes can be observed in the Bayesian estimation of the mixed Rasch model when the distribution of ability is non-normal. This study examined the effect of non-normal ability distributions on the number of latent classes in the mixed Rasch model when estimated with maximum likelihood estimation methods (conditional, marginal, and joint). Three information criteria fit indices (Akaike information criterion, Bayesian information criterion, and sample size adjusted BIC) were used in a simulation study and an empirical study. Findings of this study showed that the spurious latent class problem was observed with marginal maximum likelihood and joint maximum likelihood estimations. However, conditional maximum likelihood estimation showed no overextraction problem with non-normal ability distributions.","PeriodicalId":46615,"journal":{"name":"International Journal of Testing","volume":"18 1","pages":"100 - 71"},"PeriodicalIF":1.7,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15305058.2017.1312408","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48081560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/15305058.2017.1361426
Stefanie A. Wind, E. Wolfe, G. Engelhard, P. Foltz, Mark Rosenstein
Automated essay scoring engines (AESEs) are becoming increasingly popular as an efficient method for performance assessments in writing, including many language assessments that are used worldwide. Before they can be used operationally, AESEs must be “trained” using machine-learning techniques that incorporate human ratings. However, the quality of the human ratings used to train the AESEs is rarely examined. As a result, the impact of various rater effects (e.g., severity and centrality) on the quality of AESE-assigned scores is not known. In this study, we use data from a large-scale rater-mediated writing assessment to examine the impact of rater effects on the quality of AESE-assigned scores. Overall, the results suggest that if rater effects are present in the ratings used to train an AESE, the AESE scores may replicate these effects. Implications are discussed in terms of research and practice related to automated scoring.
{"title":"The Influence of Rater Effects in Training Sets on the Psychometric Quality of Automated Scoring for Writing Assessments","authors":"Stefanie A. Wind, E. Wolfe, G. Engelhard, P. Foltz, Mark Rosenstein","doi":"10.1080/15305058.2017.1361426","DOIUrl":"https://doi.org/10.1080/15305058.2017.1361426","url":null,"abstract":"Automated essay scoring engines (AESEs) are becoming increasingly popular as an efficient method for performance assessments in writing, including many language assessments that are used worldwide. Before they can be used operationally, AESEs must be “trained” using machine-learning techniques that incorporate human ratings. However, the quality of the human ratings used to train the AESEs is rarely examined. As a result, the impact of various rater effects (e.g., severity and centrality) on the quality of AESE-assigned scores is not known. In this study, we use data from a large-scale rater-mediated writing assessment to examine the impact of rater effects on the quality of AESE-assigned scores. Overall, the results suggest that if rater effects are present in the ratings used to train an AESE, the AESE scores may replicate these effects. Implications are discussed in terms of research and practice related to automated scoring.","PeriodicalId":46615,"journal":{"name":"International Journal of Testing","volume":"18 1","pages":"27 - 49"},"PeriodicalIF":1.7,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15305058.2017.1361426","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48679322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/15305058.2017.1345914
I. Tsaousis, G. Sideridis, Fahad Al-Saawi
The aim of the present study was to examine Differential Distractor Functioning (DDF) as a means of improving the quality of a measure through understanding biased responses across groups. A DDF analysis could shed light on the potential sources of construct-irrelevant variance by examining whether the differential selection of incorrect choices (distractors), attracts various groups in different ways. To examine possible DDF effects, a method introduced by Penfield (2008, 2010a), based on odds ratio estimators, was utilized. Items from the Chemistry sub-scale of the Standard Achievement Admission Test (SAAT) in Saudi Arabia were used as an example. Statistical evidence for differential item functioning (DIF_ existed for five items, at either moderate or strong levels. Particularly three items (i.e., items 45, 54, and 61), reached category B levels (i.e., moderate DIF), and two items (items 51and 60) category C levels (strong DIF) based on Educational Testing Service guidelines. These items were then examined more closely for DDF in an attempt to potentially understand the causes of DIF and group biased responses. The manuscript concludes with a series of remedial actions, based on distractor-relevant information, with the goal of improving the psychometric properties of an instrument under study.
{"title":"Differential Distractor Functioning as a Method for Explaining DIF: The Case of a National Admissions Test in Saudi Arabia","authors":"I. Tsaousis, G. Sideridis, Fahad Al-Saawi","doi":"10.1080/15305058.2017.1345914","DOIUrl":"https://doi.org/10.1080/15305058.2017.1345914","url":null,"abstract":"The aim of the present study was to examine Differential Distractor Functioning (DDF) as a means of improving the quality of a measure through understanding biased responses across groups. A DDF analysis could shed light on the potential sources of construct-irrelevant variance by examining whether the differential selection of incorrect choices (distractors), attracts various groups in different ways. To examine possible DDF effects, a method introduced by Penfield (2008, 2010a), based on odds ratio estimators, was utilized. Items from the Chemistry sub-scale of the Standard Achievement Admission Test (SAAT) in Saudi Arabia were used as an example. Statistical evidence for differential item functioning (DIF_ existed for five items, at either moderate or strong levels. Particularly three items (i.e., items 45, 54, and 61), reached category B levels (i.e., moderate DIF), and two items (items 51and 60) category C levels (strong DIF) based on Educational Testing Service guidelines. These items were then examined more closely for DDF in an attempt to potentially understand the causes of DIF and group biased responses. The manuscript concludes with a series of remedial actions, based on distractor-relevant information, with the goal of improving the psychometric properties of an instrument under study.","PeriodicalId":46615,"journal":{"name":"International Journal of Testing","volume":"18 1","pages":"1 - 26"},"PeriodicalIF":1.7,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15305058.2017.1345914","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47606507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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