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| Differential Distractor Functioning× | 差异项目功能 (DIF)× | |
|---|---|---|
| 领域≠ | Education | 心理测量学 |
| 方法族 | Latent structure | Latent structure |
| 起源年份≠ | 2008 | 1970s–1993 |
| 提出者≠ | Item-bias methodology (Green, Crone & Folk; Penfield) | William H. Angoff and colleagues (ETS); systematized by Holland & Wainer |
| 类型≠ | Group-difference analysis of the incorrect options (distractors) of multiple-choice items | Item-level bias detection |
| 开创性文献≠ | Penfield, R. D. (2008). An odds ratio approach for assessing differential distractor functioning effects under the nominal response model. Journal of Educational Measurement, 45(3), 247–269. DOI ↗ | Holland, P. W. & Wainer, H. (Eds.) (1993). Differential Item Functioning. Lawrence Erlbaum Associates. ISBN: 978-0805809589 |
| 别名 | DDF, Distractor-Level DIF, Differential Option Functioning, Distractor Functioning Analysis | DIF, item bias analysis, measurement non-equivalence, item-level measurement bias |
| 相关≠ | 4 | 5 |
| 摘要≠ | Differential distractor functioning (DDF) extends test-fairness analysis from the correct answer to the wrong ones. It asks whether examinees of equal ability but different group membership are differentially attracted to particular distractors (incorrect options) of a multiple-choice item. By analyzing option-level rather than just right/wrong responses, DDF can detect bias that ordinary differential item functioning misses and, crucially, help explain why an item functions differently — pointing to the specific wrong option luring one group. Penfield's odds-ratio approach under the nominal response model is a standard tool. | 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. |
| ScholarGate数据集 ↗ |
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