جستجوی مقالات مرتبط با کلیدواژه "مدل پاسخ مدرج شده" در نشریات گروه "علوم تربیتی"

The present study was conducted to investigate the impact of monolinguality-bilinguality of Iranian students on dimensionality, local item dependence and differential item functioning and impact of questions included in the passages of PIRLS (2011). The dimensionality was analyzed through comparing the one-dimensional graded response model and the multidimensional bi-factor item-response theory model. Next, the local item dependence and impact was analyzed using the two-level bi-factor model and, finally, the differential item functioning was examined using a multiple-group bi-factor model used by Cai et al. (2011).
The results of the dimensionality showed that the bi-factor model better fitted to the data than the graded response model. Furthermore, it was found that the local item dependence between two literal trait questions caused deviation from the one-dimensionality and that the linguistic difference could explain a majority of its variance. The Testlet results also showed that the average estimation of monolinguals’ abilities was higher than bilinguals’ abilities. Besides, it was indicated that items embedded with uniform differential item functioning were more difficult for monolinguals than bilinguals but monolinguals outperformed bilinguals in multiple choice items embedded with non-uniform differential item functioning.
Overall, the results showed that the traits related to the two literal Testlet were differently­ perceived among monolingual and bilingual students and local item dependence was more evident among bilinguals than monolinguals. Also, the results indicated a difference between the performance of monolingual and bilingual students in the mixed items format.

The present study has been done with the purpose of investigating the dimensionality and differential item functioning of the testlet-based test of Iran's PIRLS 2011. In order to analyze the dimensionality, graded response and bi-factor item-response theory models were used with full-information maximum likelihood estimation method and to analyze the differential item functioning multiple-group bi-factor model of Cai et al (2011) was applied. The results of the dimensionality investigation showed that the bi-factor model is better fitted to the data than the graded response model both in Iran's total sample and in boy and girl groups. The results of testlets effect variance showed that effects of second factors on Iranian student's performance in two testlet related to literal comprehension, has caused dimensionality in Iran's PIRLS testlets. The results showed that there was no significant difference in average student's performance of the boy and girl in general latent trait of reading comprehension, but the difference between the average reading proficiency of the boy and the girl in three literal and three informational testlet in favor of girls was significant. The result of differential items functioning based on the bifactor model showed that many items have an uniform and non-uniform differential item functioning, and boys in multiple-choice items and girls in constructed response items have better performances. In general, the results showed that in Iran's PIRLS 2011 testlets, the traits related to the two literal comprehension testlets were differently perceived between boy and girl students, and these two testlet had more local item dependence among girls than boys. Also, the results indicated a difference between the performance of Iranian boy and girl students in the mixed items format test of PIRLS.