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Extending The Model With Internal Restrictions On Item Difficulty (Mirid) To Study Differential Item Functioning, Yong "Isaac" Li
Extending The Model With Internal Restrictions On Item Difficulty (Mirid) To Study Differential Item Functioning, Yong "Isaac" Li
USF Tampa Graduate Theses and Dissertations
Differential item functioning (DIF) is a psychometric issue routinely considered in educational and psychological assessment. However, it has not been studied in the context of a recently developed componential statistical model, the model with internal restrictions on item difficulty (MIRID; Butter, De Boeck, & Verhelst, 1998). Because the MIRID requires test questions measuring either single or multiple cognitive processes, it creates a complex environment for which traditional DIF methods may be inappropriate. This dissertation sought to extend the MIRID framework to detect DIF at the item-group level and the individual-item level. Such a model-based approach can increase the interpretability of …
An Empirical Comparison Of The Effect Of Missing Data On Type I Error And Statistical Power Of The Likelihood Ratio Test For Differential Item Functioning: An Item Response Theory Approach Using The Graded Response Model, Patricia Rodriguez De Gil
An Empirical Comparison Of The Effect Of Missing Data On Type I Error And Statistical Power Of The Likelihood Ratio Test For Differential Item Functioning: An Item Response Theory Approach Using The Graded Response Model, Patricia Rodriguez De Gil
USF Tampa Graduate Theses and Dissertations
In the context of educational research, missing data arise when examinees omit or do not reach an item, which generates an item nonresponse problem. Using a simulation approach, in addition to conducting complete data analyses, this study compared the performance of six methods for treating item nonresponse in the context of differential item functioning (DIF). The effect of missing data on the Type I error and statistical power of the Likelihood Ratio test for DIF detection in small scales was examined in the context of Item Response Theory (IRT-LR), using polytomous, Likert-type data and the graded response model. The effect …
Value-Added And Observational Measures Used In The Teacher Evaluation Process: A Validation Study, Claudia Güerere
Value-Added And Observational Measures Used In The Teacher Evaluation Process: A Validation Study, Claudia Güerere
USF Tampa Graduate Theses and Dissertations
Scores from value-added models (VAMs), as used for educational accountability, represent the educational effect teachers have on their students. The use of these scores in teacher evaluations for high-stakes decision making is new for the State of Florida. Validity evidence that supports or questions the use of these scores is critically needed. This research, using data from 2385 teachers from 104 schools in one school district in Florida, examined the validity of the value-added scores by correlating these scores with scores from an observational rubric used in the teacher evaluation process. The VAM scores also were examined in relation to …