APPLYING BI- FACTOR MULTIDIMENSIONAL ITEM- RESPONSE THEORY MODEL FOR DIMENSIONALITY AND DIFFERENTIAL ITEMS FUNCTIONING ANALYSIS ON TESTLET- BASED TESTS

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AHMADI DEH QUTBUDDINI MOHAMMAD; KHODAIE EBRAHIM; FARZAD VALIOLLAH; MOGHADAM ZAD ALI; KABIRI MASOUD

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Journal: Educational Measurement Year:2017 | Volume:7 | Issue:28 Page(s): 121-153

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Title

APPLYING BI- FACTOR MULTIDIMENSIONAL ITEM- RESPONSE THEORY MODEL FOR DIMENSIONALITY AND DIFFERENTIAL ITEMS FUNCTIONING ANALYSIS ON TESTLET- BASED TESTS

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Keywords

GRADED RESPONSE MODELQ1

BIQ1

FACTOR MULTIQ1

DIMENSIONAL IRT MODELQ1

DIMENSIONALITYQ1

DIFFERENTIAL ITEM FUNCTIONINGQ1

TESTLETQ1

BASED TESTSQ1

Abstract

The present study has been done with the purpose of investigating the DIMENSIONALITY and DIFFERENTIAL ITEM FUNCTIONING of the test let- based test of Iran's PIRLS 2011. In order to analyze the DIMENSIONALITY, graded response and BI-factor item- response theory models were used with full-information maximum likelihood estimation method and to analyze the DIFFERENTIAL ITEM FUNCTIONING multiple- group BI- factor model of Cai et al (2011) was applied. The results of the DIMENSIONALITY investigation showed that the BI-factor model is better fitted to the data than the GRADED RESPONSE MODEL both in Iran's total sample and in boy and girl groups. The results of test lets effect variance showed that effects of second factors on Iranian students' performance in two test let related to literal comprehension, has caused DIMENSIONALITY in Iran's PIRLS test lets. The results showed that there was no significant difference in average students' performance of the boy and girl in general latent trait of reading comprehension, but the difference between the average reading proficiency of the boy and the girl in three literal and three informational test let in favor of girls was significant. The result of differential items functioning based on the BIfactor model showed that many items have an uniform and non-uniform DIFFERENTIAL ITEM FUNCTIONING, and boys in multiple-choice items and girls in constructed response items have better performances. In general, the results showed that in Iran's PIRLS 2011 test lets, the traits related to the two literal comprehension test lets were differently perceived between boy and girl students, and these two test let had more local item dependence among girls than boys. Also, the results indicated a difference between the performance of Iranian boy and girl students in the mixed items format test of PIRLS.

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APA: Copy

AHMADI DEH QUTBUDDINI, MOHAMMAD, KHODAIE, EBRAHIM, FARZAD, VALIOLLAH, MOGHADAM ZAD, ALI, & KABIRI, MASOUD. (2017). APPLYING BI- FACTOR MULTIDIMENSIONAL ITEM- RESPONSE THEORY MODEL FOR DIMENSIONALITY AND DIFFERENTIAL ITEMS FUNCTIONING ANALYSIS ON TESTLET- BASED TESTS. TRAINING MEASUREMENT, 7(28 ), 121-153. SID. https://sid.ir/paper/214599/en

Vancouver: Copy

AHMADI DEH QUTBUDDINI MOHAMMAD, KHODAIE EBRAHIM, FARZAD VALIOLLAH, MOGHADAM ZAD ALI, KABIRI MASOUD. APPLYING BI- FACTOR MULTIDIMENSIONAL ITEM- RESPONSE THEORY MODEL FOR DIMENSIONALITY AND DIFFERENTIAL ITEMS FUNCTIONING ANALYSIS ON TESTLET- BASED TESTS. TRAINING MEASUREMENT[Internet]. 2017;7(28 ):121-153. Available from: https://sid.ir/paper/214599/en

IEEE: Copy

MOHAMMAD AHMADI DEH QUTBUDDINI, EBRAHIM KHODAIE, VALIOLLAH FARZAD, ALI MOGHADAM ZAD, and MASOUD KABIRI, “APPLYING BI- FACTOR MULTIDIMENSIONAL ITEM- RESPONSE THEORY MODEL FOR DIMENSIONALITY AND DIFFERENTIAL ITEMS FUNCTIONING ANALYSIS ON TESTLET- BASED TESTS,” TRAINING MEASUREMENT, vol. 7, no. 28 , pp. 121–153, 2017, [Online]. Available: https://sid.ir/paper/214599/en

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