用认知诊断模型检测差异项目功能:Wald检验和似然比检验在高考中的应用

IF 1.1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Applied Measurement in Education Pub Date : 2021-10-02 DOI:10.1080/08957347.2021.1987906
Roghayeh Mehrazmay, B. Ghonsooly, J. de la Torre
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引用次数: 2

摘要

摘要本研究旨在使用认知诊断模型来检验高风险测试阅读理解部分的性别差异项目功能(DIF)。在多组广义确定性、有噪声的“and”门(MG G-DINA)模型的基础上,采用Wald检验和似然比检验对DIF进行检测。对标记的项目进行进一步检查,以找到它们测量的属性,并在潜在档案中检查正确响应的概率,以深入了解DIF发生的潜在原因。此外,还调查了男性和女性的属性和潜在阶级流行率。显示大型DIF的三个项目涉及三个属性,即词汇、主要思想和细节。结果表明,女性在所有潜在特征中做出正确反应的概率较低,掌握所有属性的女性较少。此外,研究结果表明,相同的属性掌握特征在不同性别中普遍存在。最后,使用DIF分析的结果来选择可以在没有显著信息损失的情况下取代复杂的MG G-DINA的模型。
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Detecting Differential Item Functioning Using Cognitive Diagnosis Models: Applications of the Wald Test and Likelihood Ratio Test in a University Entrance Examination
ABSTRACT The present study aims to examine gender differential item functioning (DIF) in the reading comprehension section of a high stakes test using cognitive diagnosis models. Based on the multiple-group generalized deterministic, noisy “and” gate (MG G-DINA) model, the Wald test and likelihood ratio test are used to detect DIF. The flagged items are further inspected to find the attributes they measure, and the probabilities of correct response are checked across latent profiles to gain insights into the potential reasons for the occurrence of DIF. In addition, attribute and latent class prevalence are examined across males and females. The three items displaying large DIF involve three attributes, namely Vocabulary, Main Idea, and Details. The results indicate that females have lower probabilities of correct response across all latent profiles, and fewer females have mastered all the attributes. Moreover, the findings show that the same attribute mastery profiles are prevalent across genders. Finally, the results of the DIF analysis are used to select models that could replace the complex MG G-DINA without significant loss of information.
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来源期刊
CiteScore
2.50
自引率
13.30%
发文量
14
期刊介绍: Because interaction between the domains of research and application is critical to the evaluation and improvement of new educational measurement practices, Applied Measurement in Education" prime objective is to improve communication between academicians and practitioners. To help bridge the gap between theory and practice, articles in this journal describe original research studies, innovative strategies for solving educational measurement problems, and integrative reviews of current approaches to contemporary measurement issues. Peer Review Policy: All review papers in this journal have undergone editorial screening and peer review.
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