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Educ Psychol Meas. 2021 Jun;81(3):441-465. doi: 10.1177/0013164420968630. Epub 2020 Oct 31.
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A joint modeling framework of responses and response times to assess learning outcomes.一种联合建模框架,用于评估学习成果的反应和反应时间。
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Front Psychol. 2019 Feb 6;10:102. doi: 10.3389/fpsyg.2019.00102. eCollection 2019.
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Behav Res Methods. 2017 Apr;49(2):502-512. doi: 10.3758/s13428-016-0712-6.
8
A comparison of three sets of criteria for determining the presence of differential item functioning using ordinal logistic regression.使用有序逻辑回归确定差异项目功能存在的三组标准的比较。
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A comparison of sequential sampling models for two-choice reaction time.二择反应时的序贯抽样模型比较
Psychol Rev. 2004 Apr;111(2):333-67. doi: 10.1037/0033-295X.111.2.333.
10
Test bias in a cognitive test: differential item functioning in the CASI.认知测试中的测试偏差:认知能力筛查量表中的项目功能差异
Stat Med. 2004 Jan 30;23(2):241-56. doi: 10.1002/sim.1713.

利用反应时间检测项目功能差异

Detecting Differential Item Functioning Using Response Time.

作者信息

Duan Qizhou, Cheng Ying

机构信息

University of Notre Dame, IN, USA.

出版信息

Educ Psychol Meas. 2024 Oct 26:00131644241280400. doi: 10.1177/00131644241280400.

DOI:10.1177/00131644241280400
PMID:39554768
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11562889/
Abstract

This study investigated uniform differential item functioning (DIF) detection in response times. We proposed a regression analysis approach with both the working speed and the group membership as independent variables, and logarithm transformed response times as the dependent variable. Effect size measures such as Δ and percentage change in regression coefficients in conjunction with the statistical significance tests were used to flag DIF items. A simulation study was conducted to assess the performance of three DIF detection criteria: (a) significance test, (b) significance test with Δ , and (c) significance test with the percentage change in regression coefficients. The simulation study considered factors such as sample sizes, proportion of the focal group in relation to total sample size, number of DIF items, and the amount of DIF. The results showed that the significance test alone was too strict; using the percentage change in regression coefficients as an effect size measure reduced the flagging rate when the sample size was large, but the effect was inconsistent across different conditions; using Δ with significance test reduced the flagging rate and was fairly consistent. The PISA 2018 data were used to illustrate the performance of the proposed method in a real dataset. Furthermore, we provide guidelines for conducting DIF studies with response time.

摘要

本研究调查了反应时间中的均匀差异项目功能(DIF)检测。我们提出了一种回归分析方法,将工作速度和组成员身份作为自变量,将对数变换后的反应时间作为因变量。使用效应量指标(如Δ和回归系数的百分比变化)并结合统计显著性检验来标记DIF项目。进行了一项模拟研究,以评估三种DIF检测标准的性能:(a)显著性检验,(b)带有Δ的显著性检验,以及(c)带有回归系数百分比变化的显著性检验。模拟研究考虑了样本量、焦点组在总样本量中的比例、DIF项目数量和DIF量等因素。结果表明,仅进行显著性检验过于严格;当样本量较大时,使用回归系数的百分比变化作为效应量指标会降低标记率,但在不同条件下效果不一致;使用带有显著性检验的Δ会降低标记率且相当一致。使用国际学生评估项目(PISA)2018数据来说明所提出方法在真实数据集中的性能。此外,我们提供了进行反应时间DIF研究的指导方针。