Multiple Group IRT Modeling: Applications to Item Bias Analysis

1985 ◽  
Vol 10 (2) ◽  
pp. 133 ◽  
Author(s):  
Bengt Muthén ◽  
James Lehman ◽  
Bengt Muthen
Keyword(s):  
Item Bias ◽  
Bias Analysis ◽  
Multiple Group

Multiple Group IRT Modeling: Applications to Item Bias Analysis

1985 ◽  
Vol 10 (2) ◽  
pp. 133-142 ◽  
Author(s):  
Bengt Muthén ◽  
James Lehman
Keyword(s):  
Factor Analysis ◽  
Item Bias ◽  
Group Factor ◽  
Bias Analysis ◽  
Test Items ◽  
Multiple Group ◽  
Dichotomous Variables

This article shows the applicability of new methodology for multiple-group factor analysis of dichotomous variables. Situations are considered where the same set of test items has been administered to more than one group of examinees. The new methodology is contrasted with the IRT approach to item bias analysis. An example is given in which females and males have taken a certain biology test.

Item Bias Analysis of the Young Schema-Questionnaire for Psychopathology, Gender, and Educational Level

2011 ◽  
Vol 27 (1) ◽  
pp. 65-70 ◽  
Author(s):  
Marleen M. Rijkeboer ◽  
Huub van den Bergh ◽  
Jan van den Bout
Keyword(s):  
Educational Level ◽  
Cross Validation ◽  
Item Bias ◽  
Response Patterns ◽  
Dutch Population ◽  
Bias Analysis ◽  
Young Schema Questionnaire ◽  
Item Functioning ◽  
Item Level ◽  
Schema Questionnaire

This study examines the construct validity of the Young Schema-Questionnaire at the item level in a Dutch population. Possible bias of items in relation to the presence or absence of psychopathology, gender, and educational level was analyzed, using a cross-validation design. None of the items of the YSQ exhibited differential item functioning (DIF) for gender, and only one item showed DIF for educational level. Furthermore, item bias analysis did not identify DIF for the presence or absence of psychopathology in as much as 195 of the 205 items comprising the YSQ. Ten items, however, spread over the questionnaire, were found to yield relatively inconsistent response patterns for patients and nonclinical participants.

An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

2014 ◽  
Vol 28 (3) ◽  
pp. 83-92 ◽  
Author(s):  
Franziska Pfitzner-Eden ◽  
Felicitas Thiel ◽  
Jenny Horsley
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Confirmatory Factor Analyses ◽  
3 Dimensional ◽  
Multiple Group ◽  
Three Samples ◽  
Confirmatory Factor ◽  
Teacher Self Efficacy ◽  
Dimensional Assessment ◽  
Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

Three Conceptual Impediments to Developing Scale Theory for Formative Scales

Methodology ◽  
2018 ◽  
Vol 14 (4) ◽  
pp. 156-164 ◽  
Author(s):  
Keith A. Markus
Keyword(s):  
Scale Development ◽  
Item Analysis ◽  
Model Fitting ◽  
Item Bias ◽  
Validity Evidence ◽  
Scale Theory ◽  
Underlying Theory ◽  
Standard Scale ◽  
Item Scores

Abstract. Bollen and colleagues have advocated the use of formative scales despite the fact that formative scales lack an adequate underlying theory to guide development or validation such as that which underlies reflective scales. Three conceptual impediments impede the development of such theory: the redefinition of measurement restricted to the context of model fitting, the inscrutable notion of conceptual unity, and a systematic conflation of item scores with attributes. Setting aside these impediments opens the door to progress in developing the needed theory to support formative scale use. A broader perspective facilitates consideration of standard scale development concerns as applied to formative scales including scale development, item analysis, reliability, and item bias. While formative scales require a different pattern of emphasis, all five of the traditional sources of validity evidence apply to formative scales. Responsible use of formative scales requires greater attention to developing the requisite underlying theory.

Do differences between individuals who are healthy weight or overweight on self-report measures of disinhibited eating and restrained eating reflect reality or item “bias”?

2020 ◽  
Vol 32 (6) ◽  
pp. 553-567
Author(s):  
Kelsie T. Forbush ◽  
Q. Chelsea Song ◽  
Louis Tay ◽  
Sara R. Gould ◽  
Danielle A. N. Chapa ◽  
...  
Keyword(s):  
Self Report ◽  
Restrained Eating ◽  
Item Bias ◽  
Healthy Weight ◽  
Disinhibited Eating
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