Linganisha mbinu
Pitia mbinu ulizochagua bega kwa bega; safu zinazotofautiana zinaangaziwa.
| Uchambuzi wa Kipengee cha Ordinal× | Kufanya Kazi Tofauti kwa Vipengele (DIF)× | |
|---|---|---|
| Nyanja | Saikometriki | Saikometriki |
| Familia | Latent structure | Latent structure |
| Mwaka wa asili≠ | 1950s–1980s | 1970s–1993 |
| Mwanzilishi≠ | Classical test theory tradition (Guilford, Nunnally, and others) | William H. Angoff and colleagues (ETS); systematized by Holland & Wainer |
| Aina≠ | Item-level diagnostic | Item-level bias detection |
| Chanzo asilia≠ | Nunnally, J. C. & Bernstein, I. H. (1994). Psychometric Theory (3rd ed.). McGraw-Hill. ISBN: 978-0070474659 | Holland, P. W. & Wainer, H. (Eds.) (1993). Differential Item Functioning. Lawrence Erlbaum Associates. ISBN: 978-0805809589 |
| Majina mbadala | item analysis for ordinal data, polytomous item analysis, Likert item analysis, OIA | DIF, item bias analysis, measurement non-equivalence, item-level measurement bias |
| Zinazohusiana≠ | 6 | 5 |
| Muhtasari≠ | Ordinal item analysis evaluates each individual item in a rating-scale or Likert-type instrument using descriptive and correlational statistics suited to ordered categorical response formats. It guides item selection and refinement by flagging items with problematic difficulty, poor discrimination, or low corrected item-total correlations before reliability and validity studies proceed. | 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. |
| ScholarGateSeti ya data ↗ |
|
|