配对标准分布和IRT项目难度的组间差异如何影响Mantel-Haenszel卡方DIF指数的大小

IF 2.2 4区 教育学 Q1 Social Sciences Journal of Experimental Education Pub Date : 1999-01-01 DOI:10.1080/00220979909598488
Jim Penny, Robert Johnson
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引用次数: 19

摘要

摘要本文研究了科恩卡方效应量w与差异项目功能(DIF)之间的实证关系,差异项目功能定义为项目反应理论(IRT)项目难度的群体差异。在实验1中,下渐近线为0,作者认为Cohen对小、中、大效应的定义相当好地包含了DIF的定义。在实验2中,项目反应函数的下渐近线由0提高到0.2,项目判别参数保持为1.0。这样做承认了模型的非交叉非均匀DIF,违反了Mantel-Haenszel程序的一个基本假设,即比值比在匹配标准的研究水平上是恒定的。难度参数差异较小,产生的影响较大,效应量膨胀约为15%。在实验3中,作者使用1参数逻辑模型来检验分组差异对匹配临界的影响。
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How Group Differences in Matching Criterion Distribution and IRT Item Difficulty Can Influence the Magnitude of the Mantel–Haenszel Chi-Square DIF Index
Abstract The authors demonstrated the empirical relationship between Cohen's chi-square effect size, w, and differential item functioning (DIF), defined as group differences in item response theory (IRT) item difficulty. In Experiment 1, in which the lower asymptote was 0, the authors argued that Cohen's designation of small, medium, and large effects connotes reasonably well for that definition of DIF. In Experiment 2, the lower asymptote of the item response function was raised from 0 to 0.2 and the item discrimination parameter was held to 1.0. Doing so admitted non-crossing nonuniform DIF to the model, violating an underlying assumption of the Mantel–Haenszel procedure that the odds ratio is constant across studied levels of the matching criterion. Smaller difficulty parameter difference resulted, which produced larger effects with an inflation in effect size of about 15%. In Experiment 3, the authors used the 1-parameter logistic model to examine the effect that group differences in the matching crit...
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来源期刊
CiteScore
6.70
自引率
0.00%
发文量
25
期刊介绍: The Journal of Experimental Education publishes theoretical, laboratory, and classroom research studies that use the range of quantitative and qualitative methodologies. Recent articles have explored the correlation between test preparation and performance, enhancing students" self-efficacy, the effects of peer collaboration among students, and arguments about statistical significance and effect size reporting. In recent issues, JXE has published examinations of statistical methodologies and editorial practices used in several educational research journals.
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