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Özdogan, Didem; Kelecioglu, Hülya – International Journal of Assessment Tools in Education, 2022
This study aims to analyze the differential bundle functioning in multidimensional tests with a specific purpose to detect this effect through differentiating the location of the item with DIF in the test, the correlation between the dimensions, the sample size, and the ratio of reference to focal group size. The first 10 items of the test that is…
Descriptors: Correlation, Sample Size, Test Items, Item Analysis
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Grimm, Kevin J.; Fine, Kimberly; Stegmann, Gabriela – International Journal of Behavioral Development, 2021
Modeling within-person change over time and between-person differences in change over time is a primary goal in prevention science. When modeling change in an observed score over time with multilevel or structural equation modeling approaches, each observed score counts toward the estimation of model parameters equally. However, observed scores…
Descriptors: Error of Measurement, Weighted Scores, Accuracy, Item Response Theory
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Sheng, Yanyan – Measurement: Interdisciplinary Research and Perspectives, 2019
Classical approach to test theory has been the foundation for educational and psychological measurement for over 90 years. This approach concerns with measurement error and hence test reliability, which in part relies on individual test items. The CTT package, developed in light of this, provides functions for test- and item-level analyses of…
Descriptors: Item Response Theory, Test Reliability, Item Analysis, Error of Measurement
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Raykov, Tenko; Marcoulides, George A. – Educational and Psychological Measurement, 2018
This article outlines a procedure for examining the degree to which a common factor may be dominating additional factors in a multicomponent measuring instrument consisting of binary items. The procedure rests on an application of the latent variable modeling methodology and accounts for the discrete nature of the manifest indicators. The method…
Descriptors: Measurement Techniques, Factor Analysis, Item Response Theory, Likert Scales
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Wang, Wen-Chung; Shih, Ching-Lin; Sun, Guo-Wei – Educational and Psychological Measurement, 2012
The DIF-free-then-DIF (DFTD) strategy consists of two steps: (a) select a set of items that are the most likely to be DIF-free and (b) assess the other items for DIF (differential item functioning) using the designated items as anchors. The rank-based method together with the computer software IRTLRDIF can select a set of DIF-free polytomous items…
Descriptors: Test Bias, Test Items, Item Response Theory, Evaluation Methods
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DeMars, Christine E. – Structural Equation Modeling: A Multidisciplinary Journal, 2012
In structural equation modeling software, either limited-information (bivariate proportions) or full-information item parameter estimation routines could be used for the 2-parameter item response theory (IRT) model. Limited-information methods assume the continuous variable underlying an item response is normally distributed. For skewed and…
Descriptors: Item Response Theory, Structural Equation Models, Computation, Computer Software
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Woods, Carol M. – Applied Psychological Measurement, 2011
Differential item functioning (DIF) occurs when an item on a test, questionnaire, or interview has different measurement properties for one group of people versus another, irrespective of true group-mean differences on the constructs being measured. This article is focused on item response theory based likelihood ratio testing for DIF (IRT-LR or…
Descriptors: Simulation, Item Response Theory, Testing, Questionnaires
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Finch, Holmes – Applied Psychological Measurement, 2010
The accuracy of item parameter estimates in the multidimensional item response theory (MIRT) model context is one that has not been researched in great detail. This study examines the ability of two confirmatory factor analysis models specifically for dichotomous data to properly estimate item parameters using common formulae for converting factor…
Descriptors: Item Response Theory, Computation, Factor Analysis, Models
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Kim, Seock-Ho – Educational and Psychological Measurement, 2007
The procedures required to obtain the approximate posterior standard deviations of the parameters in the three commonly used item response models for dichotomous items are described and used to generate values for some common situations. The results were compared with those obtained from maximum likelihood estimation. It is shown that the use of…
Descriptors: Item Response Theory, Computation, Comparative Analysis, Evaluation Methods
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DeMars, Christine E. – Educational and Psychological Measurement, 2005
Type I error rates for PARSCALE's fit statistic were examined. Data were generated to fit the partial credit or graded response model, with test lengths of 10 or 20 items. The ability distribution was simulated to be either normal or uniform. Type I error rates were inflated for the shorter test length and, for the graded-response model, also for…
Descriptors: Test Length, Item Response Theory, Psychometrics, Error of Measurement
Baldwin, Beatrice; Lomax, Richard – 1990
This LISREL study examines the robustness of the maximum likelihood estimates under varying degrees of measurement model misspecification. A true model containing five latent variables (two endogenous and three exogenous) and two indicator variables per latent variable was used. Measurement model misspecification considered included errors of…
Descriptors: Computer Software, Error of Measurement, Item Response Theory, Mathematical Models
Baghi, Heibatollah – 1990
The Maryland Functional Testing Program (MFTP) uses the Rasch model as the statistical framework for the analysis of test items and scores. This paper is designed to assist the reader in developing an understanding of the fit statistics in the Rasch model. Background materials on application of the Rasch model in statistical analysis of the MFTP…
Descriptors: Computer Assisted Testing, Computer Software, Equated Scores, Error of Measurement