The Dif Identification in Constructed Response Items Using Partial Credit Model
Journal Title: International Journal of Assessment Tools in Education - Year 2018, Vol 5, Issue 1
Abstract
The study was to identify the load, the type and the significance of differential item functioning (DIF) in constructed response item using the partial credit model (PCM). The data in the study were the students’ instruments and the students’ responses toward the PISA-like test items that had been completed by 386 ninth grade students and 460 tenth grade students who had been about 15 years old in the Province of Yogyakarta Special Region in Indonesia. The analysis toward the item characteristics through the student categorization based on their class was conducted toward the PCM using CONQUEST software. Furthermore, by applying these items characteristics, the researcher draw the category response function (CRF) graphic in order to identify whether the type of DIF content had been in uniform or non-uniform. The significance of DIF was identified by comparing the discrepancy between the difficulty level parameter and the error in the CONQUEST output results. The results of the analysis showed that from 18 items that had been analyzed there were 4 items which had not been identified load DIF, there were 5 items that had been identified containing DIF but not statistically significant and there were 9 items that had been identified containing DIF significantly. The causes of items containing DIF were discussed.
Authors and Affiliations
Heri Retnawati
Keywords
Related Articles
- EP ID EP262161
- DOI 10.21449/ijate.347956
- Views 121
- Downloads 0
Evaluating the Comparability of PPT and CBT by Implementing the Compulsory Islamic Culture Course Test in Jordan University
Study aims to determine whether the university students' scores in the compulsory Islamic culture course test on a selected sample differ across the paper-and pencil test (PPT) & computer-based test (CBT) versions, and t...
Middle School Mathematics Teachers' Opinions on Feedback
During instruction, providing feedbacks improves students’ academic achievements as well as motivates them to actively engage in lesson activities. Feedback is very important for teaching. Feedback is not only a function...
The Dif Identification in Constructed Response Items Using Partial Credit Model
The study was to identify the load, the type and the significance of differential item functioning (DIF) in constructed response item using the partial credit model (PCM). The data in the study were the students’ instrum...
Science Teachers’ ICT Use Frequency and the Barriers They Were Exposed
Developments in ICTs effect construct and function of educational initiatives and institutions and in the same time, change the expectations of several sectors (e.g. economy, industry and communication) from educational...
Perceptions of Organizational Politics Scale (POPS) Questionnaire into Turkish: A Validity and Reliability Study
In this study it was aimed to make the studies of the translation of Perception of Organizational Politics Scale into Turkish and the validity and reliability of the scale. Perceptions of Organizational Politics Scale’s...