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Direct linkDeMars, Christine E.; Jurich, Daniel P. – Educational and Psychological Measurement, 2015
In educational testing, differential item functioning (DIF) statistics must be accurately estimated to ensure the appropriate items are flagged for inspection or removal. This study showed how using the Rasch model to estimate DIF may introduce considerable bias in the results when there are large group differences in ability (impact) and the data…
Descriptors: Test Bias, Guessing (Tests), Ability, Differences
Wang, Wen-Chung; Huang, Sheng-Yun – Educational and Psychological Measurement, 2011
The one-parameter logistic model with ability-based guessing (1PL-AG) has been recently developed to account for effect of ability on guessing behavior in multiple-choice items. In this study, the authors developed algorithms for computerized classification testing under the 1PL-AG and conducted a series of simulations to evaluate their…
Descriptors: Computer Assisted Testing, Classification, Item Analysis, Probability
Peer reviewedSmith, Richard M. – Educational and Psychological Measurement, 1985
Standard maximum likeliheed estimation was compared using two forms of robust estimation, BIWEIGHT (based on Tukey's Biweight) and AMTJACK (AMT-Robustified Jackknife), and Rasch model person analysis. The two procedures recovered the generating parameters, but Rasch person analysis also helped to identify the nature of a response disturbance. (GDC)
Descriptors: Ability, Comparative Analysis, Computer Simulation, Estimation (Mathematics)
Peer reviewedLord, Frederic M. – Educational and Psychological Measurement, 1971
Descriptors: Ability, Adaptive Testing, Computer Oriented Programs, Difficulty Level
