Zwitser Robert J, Glaser S Sjoerd F, Maris Gunter
University of Amsterdam, Amsterdam, The Netherlands.
Cito Institute for Educational Measurement, Arnhem, The Netherlands.
Psychometrika. 2017 Mar;82(1):210-232. doi: 10.1007/s11336-016-9543-8. Epub 2016 Nov 14.
This paper discusses the issue of differential item functioning (DIF) in international surveys. DIF is likely to occur in international surveys. What is needed is a statistical approach that takes DIF into account, while at the same time allowing for meaningful comparisons between countries. Some existing approaches are discussed and an alternative is provided. The core of this alternative approach is to define the construct as a large set of items, and to report in terms of summary statistics. Since the data are incomplete, measurement models are used to complete the incomplete data. For that purpose, different models can be used across countries. The method is illustrated with PISA's reading literacy data. The results indicate that this approach fits the data better than the current PISA methodology; however, the league tables are nearly identical. The implications for monitoring changes over time are discussed.
本文讨论了国际调查中的项目功能差异（DIF）问题。DIF在国际调查中很可能出现。需要的是一种统计方法，该方法要考虑到DIF，同时又能让各国之间进行有意义的比较。文中讨论了一些现有方法并提供了一种替代方法。这种替代方法的核心是将结构定义为一大组项目，并以汇总统计数据的形式进行报告。由于数据不完整，因此使用测量模型来补齐不完整的数据。为此，各国可以使用不同的模型。文中用国际学生评估项目（PISA）的阅读素养数据对该方法进行了说明。结果表明，这种方法比当前的PISA方法更适合数据；然而，排名表几乎相同。文中还讨论了对监测随时间变化的影响。
