{"title":"使用稳健回归测试没有预定义锚项目的差异项目功能","authors":"Weimeng Wang, Yang Liu, Hongyun Liu","doi":"10.3102/10769986221109208","DOIUrl":null,"url":null,"abstract":"Differential item functioning (DIF) occurs when the probability of endorsing an item differs across groups for individuals with the same latent trait level. The presence of DIF items may jeopardize the validity of an instrument; therefore, it is crucial to identify DIF items in routine operations of educational assessment. While DIF detection procedures based on item response theory (IRT) have been widely used, a majority of IRT-based DIF tests assume predefined anchor (i.e., DIF-free) items. Not only is this assumption strong, but violations to it may also lead to erroneous inferences, for example, an inflated Type I error rate. We propose a general framework to define the effect sizes of DIF without a priori knowledge of anchor items. In particular, we quantify DIF by item-specific residuals from a regression model fitted to the true item parameters in respective groups. Moreover, the null distribution of the proposed test statistic using robust estimator can be derived analytically or approximated numerically even when there is a mix of DIF and non-DIF items, which yields asymptotically justified statistical inference. The Type I error rate and the power performance of the proposed procedure are evaluated and compared with the conventional likelihood-ratio DIF tests in a Monte Carlo experiment. Our simulation study has shown promising results in controlling Type I error rate and power of detecting DIF items. Even when there is a mix of DIF and non-DIF items, the true and false alarm rate can be well controlled when a robust regression estimator is used.","PeriodicalId":48001,"journal":{"name":"Journal of Educational and Behavioral Statistics","volume":"47 1","pages":"666 - 692"},"PeriodicalIF":1.9000,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"8","resultStr":"{\"title\":\"Testing Differential Item Functioning Without Predefined Anchor Items Using Robust Regression\",\"authors\":\"Weimeng Wang, Yang Liu, Hongyun Liu\",\"doi\":\"10.3102/10769986221109208\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Differential item functioning (DIF) occurs when the probability of endorsing an item differs across groups for individuals with the same latent trait level. The presence of DIF items may jeopardize the validity of an instrument; therefore, it is crucial to identify DIF items in routine operations of educational assessment. While DIF detection procedures based on item response theory (IRT) have been widely used, a majority of IRT-based DIF tests assume predefined anchor (i.e., DIF-free) items. Not only is this assumption strong, but violations to it may also lead to erroneous inferences, for example, an inflated Type I error rate. We propose a general framework to define the effect sizes of DIF without a priori knowledge of anchor items. In particular, we quantify DIF by item-specific residuals from a regression model fitted to the true item parameters in respective groups. Moreover, the null distribution of the proposed test statistic using robust estimator can be derived analytically or approximated numerically even when there is a mix of DIF and non-DIF items, which yields asymptotically justified statistical inference. The Type I error rate and the power performance of the proposed procedure are evaluated and compared with the conventional likelihood-ratio DIF tests in a Monte Carlo experiment. Our simulation study has shown promising results in controlling Type I error rate and power of detecting DIF items. Even when there is a mix of DIF and non-DIF items, the true and false alarm rate can be well controlled when a robust regression estimator is used.\",\"PeriodicalId\":48001,\"journal\":{\"name\":\"Journal of Educational and Behavioral Statistics\",\"volume\":\"47 1\",\"pages\":\"666 - 692\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2022-07-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"8\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Educational and Behavioral Statistics\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.3102/10769986221109208\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Educational and Behavioral Statistics","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3102/10769986221109208","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Testing Differential Item Functioning Without Predefined Anchor Items Using Robust Regression
Differential item functioning (DIF) occurs when the probability of endorsing an item differs across groups for individuals with the same latent trait level. The presence of DIF items may jeopardize the validity of an instrument; therefore, it is crucial to identify DIF items in routine operations of educational assessment. While DIF detection procedures based on item response theory (IRT) have been widely used, a majority of IRT-based DIF tests assume predefined anchor (i.e., DIF-free) items. Not only is this assumption strong, but violations to it may also lead to erroneous inferences, for example, an inflated Type I error rate. We propose a general framework to define the effect sizes of DIF without a priori knowledge of anchor items. In particular, we quantify DIF by item-specific residuals from a regression model fitted to the true item parameters in respective groups. Moreover, the null distribution of the proposed test statistic using robust estimator can be derived analytically or approximated numerically even when there is a mix of DIF and non-DIF items, which yields asymptotically justified statistical inference. The Type I error rate and the power performance of the proposed procedure are evaluated and compared with the conventional likelihood-ratio DIF tests in a Monte Carlo experiment. Our simulation study has shown promising results in controlling Type I error rate and power of detecting DIF items. Even when there is a mix of DIF and non-DIF items, the true and false alarm rate can be well controlled when a robust regression estimator is used.
期刊介绍:
Journal of Educational and Behavioral Statistics, sponsored jointly by the American Educational Research Association and the American Statistical Association, publishes articles that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also of interest. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority. The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis, provide properties of these methods, and an example of use in education or behavioral research. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also sometimes accepted. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority.