Detecting differential item functioning with multiple causes: A comparison of three methods

References

• Abbott, M. L. (2006). ESL reading strategies: Differences in Arabic and Mandarin speaker test performance. Language Learning, 56(4), 633–670. https://doi.org/10.1111/j.1467-9922.2006.00391.x
   Web of Science ®Google Scholar
• Abbott, M. L. (2007). A confirmatory approach to differential item functioning on an ESL reading assessment. Language Testing, 24(1), 7–36. https://doi.org/10.1177/0265532207071510
   Google Scholar
• Ackerman, T. A. (1992). A didactic explanation of item bias, item impact, and item validity from a multidimensional perspective. Journal of Educational Measurement, 29(1), 67–91. https://doi.org/10.1111/j.1745-3984.1992.tb00368.x
   Web of Science ®Google Scholar
• Banks, K. (2013). A synthesis of the peer-reviewed differential bundle functioning research. Educational Measurement: Issues and Practice, 32(1), 43–55. https://doi.org/10.1111/emip.12004
   Web of Science ®Google Scholar
• Bao, H., Dayton, C. M., & Hendrickson, A. B. (2009). Differential item functioning amplification and cancellation in a reading test. Practical Assessment, Research, and Evaluation, 14(1), 19.
   Google Scholar
• Camilli, G. (1992). A conceptual analysis of differential item functioning in terms of a multidimensional item response model. Applied Psychological Measurement, 16(2), 129–147. https://doi.org/10.1177/014662169201600203
   Web of Science ®Google Scholar
• Chalmers, R. P. (2012). mirt: A multidimensional item response theory package for the R environment. Journal of Statistical Software, 48(6), 1–29. https://doi.org/10.18637/jss.v048.i06
   Web of Science ®Google Scholar
• Cohen, P., Cohen, J., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.) Lawrence Erlbaum Associates.
   Google Scholar
• Douglas, J. A., Roussos, L. A., & Stout, W. F. (1996). Item-bundle DIF hypothesis testing: Identifying suspect bundles and assessing their differential functioning. Journal of Educational Measurement, 33(4), 465–484. https://doi.org/10.1111/j.1745-3984.1996.tb00502.x
   Web of Science ®Google Scholar
• Finch, H. (2005). The MIMIC model as a method for detecting DIF: Comparison with Mantel-Haenszel, SIBTEST, and the IRT likelihood ratio. Applied Psychological Measurement, 29(4), 278–295. https://doi.org/10.1177/0146621605275728
   Web of Science ®Google Scholar
• Furlow, C. F., Raiford Ross, T., & Gagné, P. (2009). The impact of multidimensionality on the detection of differential bundle functioning using simultaneous item bias test. Applied Psychological Measurement, 33(6), 441–464. https://doi.org/10.1177/0146621609331959
   Web of Science ®Google Scholar
• Gierl, M. J. (2005). Using dimensionality-based DIF analyses to identify and interpret constructs that elicit group differences. Educational Measurement: Issues and Practice, 24(1), 3–14. https://doi.org/10.1111/j.1745-3992.2005.00002.x
   Google Scholar
• Holland, P. W., & Thayer, D. T. (1986). Differential item functioning and the Mantel Haenszel procedure. ETS Research Report Series, 1986(2), i–24.
   Google Scholar
• Kim, Y. H., & Jang, E. E. (2009). Differential functioning of reading subskills on the OSSLT for L1 and ELL students: A multidimensionality model-based DBF/DIF approach. Language Learning, 59(4), 825–865. https://doi.org/10.1111/j.1467-9922.2009.00527.x
   Web of Science ®Google Scholar
• Liaw, Y. L. (2015). When can multidimensional item response theory (MIRT) models be a solution for differential item functioning (DIF). A Monte Carlo simulation study [Unpublished doctoral dissertation]. University of Washington.
   Google Scholar
• Magis, D., Beland, S., Raiche, G., & Magis, M. D. (2020). Package ‘difR’.
   Google Scholar
• Nandakumar, R. (1993). Simultaneous DIF amplification and cancellation: Shealy-Stout’s test for DIF. Journal of Educational Measurement, 30(4), 293–311. https://doi.org/10.1111/j.1745-3984.1993.tb00428.x
   Web of Science ®Google Scholar
• Ong, Y. M., Williams, J. S., & Lamprianou, I. (2011). Exploration of the validity of gender differences in mathematics assessment using differential bundle functioning. International Journal of Testing, 11(3), 271–293. https://doi.org/10.1080/15305058.2011.555574
   Google Scholar
• Ong, Y. M., Williams, J., & Lamprianou, I. (2015). Exploring crossing differential item functioning by gender in mathematics assessment. International Journal of Testing, 15(4), 337–355. https://doi.org/10.1080/15305058.2015.1057639
   Web of Science ®Google Scholar
• Oshima, T. C., & Miller, M. D. (1992). Multidimensionality and item bias in item response theory. Applied Psychological Measurement, 16(3), 237–248. https://doi.org/10.1177/014662169201600304
   Web of Science ®Google Scholar
• Pae, T. I. (2012). Causes of gender DIF on an EFL language test: A multiple-data analysis over nine years. Language Testing, 29(4), 533–554. https://doi.org/10.1177/0265532211434027
   Web of Science ®Google Scholar
• Reckase, M. D. (2009). Multidimensional Item Response Theory. Springer.
   Google Scholar
• Roussos, L., & Stout, W. (1996). A multidimensionality-based DIF analysis paradigm. Applied Psychological Measurement, 20(4), 355–371. https://doi.org/10.1177/014662169602000404
   Web of Science ®Google Scholar
• Roussos, L. A., & Stout, W. (2004). Differential item functioning analysis. In D. Kaplan (Ed.), The Sage handbook of quantitative methodology for the social sciences (pp. 107–116). Sage Publications.
   Google Scholar
• Russell, S. S. (2005). Estimates of Type I error and power for indices of differential bundle and test functioning. Bowling Green State University.
   Google Scholar
• Shealy, R., & Stout, W. (1993). A model-based standardization approach that separates true bias/DIF from group ability differences and detects test bias/DTF as well as item bias/DIF. Psychometrika, 58(2), 159–194. https://doi.org/10.1007/BF02294572
   Web of Science ®Google Scholar
• Stricker, L. J., & Emmerich, W. (1999). Possible determinants of differential item functioning: Familiarity, interest, and emotional reaction. Journal of Educational Measurement, 36(4), 347–366. https://doi.org/10.1111/j.1745-3984.1999.tb00561.x
   Web of Science ®Google Scholar
• Swaminathan, H., & Rogers, H. J. (1990). Detecting differential item functioning using logistic regression procedures. Journal of Educational Measurement, 27(4), 361–370. https://doi.org/10.1111/j.1745-3984.1990.tb00754.x
   Web of Science ®Google Scholar
• Walker, C. M. (2011). What’s the DIF? Why differential item functioning analyses are an important part of instrument development and validation. Journal of Psychoeducational Assessment, 29(4), 364–376. https://doi.org/10.1177/0734282911406666
   Web of Science ®Google Scholar
• Walker, C. M., & Gocer Sahin, S. (2017). Using a multidimensional IRT framework to better understand Differential Item Functioning (DIF): A tale of three DIF detection procedures. Educational and Psychological Measurement, 77(6), 945–970. https://doi.org/10.1177/0013164416657137
   PubMed Web of Science ®Google Scholar
• Zumbo, B. D. (2007). Three generations of DIF analyses: Considering where it has been, where it is now, and where it is going. Language Assessment Quarterly, 4(2), 223–233. https://doi.org/10.1080/15434300701375832
   Google Scholar