방법 비교
선택한 방법을 나란히 검토하세요. 서로 다른 행은 강조 표시됩니다.
| 다집단 문항 분석× | 차별 문항 기능(Differential Item Functioning, DIF)× | |
|---|---|---|
| 분야 | 심리측정학 | 심리측정학 |
| 계열 | Latent structure | Latent structure |
| 기원 연도≠ | 1986 | 1970s–1993 |
| 창시자≠ | Classical test theory tradition; systematised by Crocker & Algina (1986) | William H. Angoff and colleagues (ETS); systematized by Holland & Wainer |
| 유형≠ | Comparative item-level analysis | Item-level bias detection |
| 원전≠ | Crocker, L. & Algina, J. (1986). Introduction to Classical and Modern Test Theory. Holt, Rinehart and Winston. ISBN: 978-0030616341 | Holland, P. W. & Wainer, H. (Eds.) (1993). Differential Item Functioning. Lawrence Erlbaum Associates. ISBN: 978-0805809589 |
| 별칭 | MGIA, group-comparative item analysis, subgroup item analysis, cross-group item analysis | DIF, item bias analysis, measurement non-equivalence, item-level measurement bias |
| 관련≠ | 6 | 5 |
| 요약≠ | Multi-group item analysis computes classical item statistics — difficulty, discrimination, and corrected item-total correlations — separately for each subgroup in a sample and then compares those statistics across groups. It is a standard diagnostic step in scale development and test fairness evaluation, revealing items that behave differently for men versus women, across age cohorts, or across cultural groups before more formal DIF testing. | Differential item functioning identifies test or survey items that behave differently for examinees from different groups — such as gender, ethnicity, or language background — after controlling for the underlying ability or trait being measured. DIF analysis is essential for fairness evaluation in educational testing and psychological scale development. |
| ScholarGate데이터셋 ↗ |
|
|