Publication:

Anchor selection strategies for DIF analysis : review, assessment, and new approaches

Date

Date

Date
2015
Journal Article
Published version

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Citation copied

Kopf, J., Zeileis, A., & Strobl, C. (2015). Anchor selection strategies for DIF analysis : review, assessment, and new approaches. Educational and Psycological Measurement, 75(1), 22–56. https://doi.org/10.1177/0013164414529792

Abstract

Abstract

Abstract

Differential item functioning (DIF) indicates the violation of the invariance assumption, for instance, in models based on item response theory (IRT). For item-wise DIF analysis using IRT, a common metric for the item parameters of the groups that are to be compared (e.g., for the reference and the focal group) is necessary. In the Rasch model, therefore, the same linear restriction is imposed in both groups. Items in the restriction are termed the ``anchor items''. Ideally, these items are DIF-free to avoid artificially augmented fal

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271 since deposited on 2015-01-14
Acq. date: 2025-11-14

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Creators (Authors)

  • Kopf, Julia
    affiliation.icon.alt
  • Zeileis, Achim
    affiliation.icon.alt
  • Strobl, Carolin
    affiliation.icon.alt

Journal/Series Title

Journal/Series Title

Journal/Series Title

Volume

Volume

Volume
75

Number

Number

Number
1

Page range/Item number

Page range/Item number

Page range/Item number
22

Page end

Page end

Page end
56

Item Type

Item Type

Item Type
Journal Article

Dewey Decimal Classifikation

Dewey Decimal Classifikation

Dewey Decimal Classifikation

Language

Language

Language
English

Publication date

Publication date

Publication date
2015-12-23

Date available

Date available

Date available
2015-01-14

Publisher

Publisher

Publisher

ISSN or e-ISSN

ISSN or e-ISSN

ISSN or e-ISSN
0013-1644

OA Status

OA Status

OA Status
Closed

Metrics

Views

271 since deposited on 2015-01-14
Acq. date: 2025-11-14

Citations

Citation copied

Kopf, J., Zeileis, A., & Strobl, C. (2015). Anchor selection strategies for DIF analysis : review, assessment, and new approaches. Educational and Psycological Measurement, 75(1), 22–56. https://doi.org/10.1177/0013164414529792

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