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González, B. Jorge; von Davier, Matthias – Journal of Educational Measurement, 2013
Based on Lord's criterion of equity of equating, van der Linden (this issue) revisits the so-called local equating method and offers alternative as well as new thoughts on several topics including the types of transformations, symmetry, reliability, and population invariance appropriate for equating. A remarkable aspect is to define equating…
Descriptors: Equated Scores, Statistical Analysis, Models, Statistical Inference
Chen, Jinsong; de la Torre, Jimmy; Zhang, Zao – Journal of Educational Measurement, 2013
As with any psychometric models, the validity of inferences from cognitive diagnosis models (CDMs) determines the extent to which these models can be useful. For inferences from CDMs to be valid, it is crucial that the fit of the model to the data is ascertained. Based on a simulation study, this study investigated the sensitivity of various fit…
Descriptors: Models, Psychometrics, Goodness of Fit, Statistical Analysis
Frederickx, Sofie; Tuerlinckx, Francis; De Boeck, Paul; Magis, David – Journal of Educational Measurement, 2010
In this paper we present a new methodology for detecting differential item functioning (DIF). We introduce a DIF model, called the random item mixture (RIM), that is based on a Rasch model with random item difficulties (besides the common random person abilities). In addition, a mixture model is assumed for the item difficulties such that the…
Descriptors: Test Bias, Models, Test Items, Difficulty Level

Beland, Anne; Mislevy, Robert J. – Journal of Educational Measurement, 1996
This article addresses issues in model building and statistical inference in the context of student modeling. The use of probability-based reasoning to explicate hypothesized and empirical relationships and to structure inference in the context of proportional reasoning tasks is discussed. Ideas are illustrated with an example concerning…
Descriptors: Cognitive Psychology, Models, Networks, Probability

Zwick, Rebecca; And Others – Journal of Educational Measurement, 1993
Two extensions of the Mantel Haenszel procedure that may be useful in assessing differential item functioning (DIF) are explored. Simulation results showed that, for both inferential procedures, the studied item should be included in the matching variable, as in the dichotomous case. (SLD)
Descriptors: Computer Simulation, Educational Assessment, Elementary Secondary Education, Equations (Mathematics)