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首页> 外文期刊>Educational and Psychological Measurement >Investigation of Specific Learning Disability and Testing Accommodations Based Differential Item Functioning Using a Multilevel Multidimensional Mixture Item Response Theory Model
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Investigation of Specific Learning Disability and Testing Accommodations Based Differential Item Functioning Using a Multilevel Multidimensional Mixture Item Response Theory Model

机译：基于多层多维混合项目反应理论模型的特殊学习障碍和测验适应的差异项目功能研究

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摘要

The assessment of test data for the presence of differential item functioning (DIF) is a key component of instrument development and validation. Among the many methods that have been used successfully in such analyses is the mixture modeling approach. Using this approach to identify the presence of DIF has been touted as potentially superior for gaining insights into the etiology of DIF, as compared to using intact groups. Recently, researchers have expanded on this work to incorporate multilevel mixture modeling, for cases in which examinees are nested within schools. The current study further expands on this multilevel mixture modeling for DIF detection by using a multidimensional multilevel mixture model that incorporates multiple measured dimensions, as well as the presence of multiple subgroups in the population. This model was applied to a national sample of third-grade students who completed math and language tests. Results of the analysis demonstrate that the multidimensional model provides more complete information regarding the nature of DIF than do separate unidimensional models.
机译：评估测试数据是否存在差异项功能（DIF）是仪器开发和验证的关键组成部分。混合建模方法是在此类分析中成功使用的许多方法之一。与使用完整组相比，使用这种方法来识别DIF的存在被认为具有潜在的优势，可以深入了解DIF的病因。最近，研究人员扩展了这项工作，以将多层次的混合建模纳入其中，以应对应试者嵌套在学校内部的情况。当前的研究通过使用多维多级混合模型进一步扩展了这种用于DIF检测的多级混合模型，该模型包含了多个测得的维度以及总体中存在多个子组。该模型适用于完成数学和语言测试的全国三年级学生样本。分析结果表明，与单独的一维模型相比，多维模型提供了有关DIF性质的更完整的信息。

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