{"title":"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","authors":"Roghayeh Mehrazmay, B. Ghonsooly, J. de la Torre","doi":"10.1080/08957347.2021.1987906","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":51609,"journal":{"name":"Applied Measurement in Education","volume":"34 1","pages":"262 - 284"},"PeriodicalIF":1.1000,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Detecting Differential Item Functioning Using Cognitive Diagnosis Models: Applications of the Wald Test and Likelihood Ratio Test in a University Entrance Examination\",\"authors\":\"Roghayeh Mehrazmay, B. Ghonsooly, J. de la Torre\",\"doi\":\"10.1080/08957347.2021.1987906\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":51609,\"journal\":{\"name\":\"Applied Measurement in Education\",\"volume\":\"34 1\",\"pages\":\"262 - 284\"},\"PeriodicalIF\":1.1000,\"publicationDate\":\"2021-10-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Applied Measurement in Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/08957347.2021.1987906\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Applied Measurement in Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/08957347.2021.1987906","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.