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ERIC Number: EJ1047479
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-0655
Modeling Instructional Sensitivity Using a Longitudinal Multilevel Differential Item Functioning Approach
Naumann, Alexander; Hochweber, Jan; Hartig, Johannes
Journal of Educational Measurement, v51 n4 p381-399 Win 2014
Students' performance in assessments is commonly attributed to more or less effective teaching. This implies that students' responses are significantly affected by instruction. However, the assumption that outcome measures indeed are instructionally sensitive is scarcely investigated empirically. In the present study, we propose a longitudinal multilevel-differential item functioning (DIF) model to combine two existing yet independent approaches to evaluate items' instructional sensitivity. The model permits for a more informative judgment of instructional sensitivity, allowing the distinction of global and differential sensitivity. Exemplarily, the model is applied to two empirical data sets, with classical indices (Pretest--Posttest Difference Index and posttest multilevel-DIF) computed for comparison. Results suggest that the approach works well in the application to empirical data, and may provide important information to test developers.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A