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| Differential Distractor Functioning× | Standardized Test Analysis× | |
|---|---|---|
| 领域 | Education | Education |
| 方法族 | Latent structure | Latent structure |
| 起源年份≠ | 2008 | 2014 |
| 提出者≠ | Item-bias methodology (Green, Crone & Folk; Penfield) | Educational measurement profession (AERA/APA/NCME Standards; Lord; Cronbach) |
| 类型≠ | Group-difference analysis of the incorrect options (distractors) of multiple-choice items | Psychometric evaluation of items, reliability, validity, and fairness of standardized tests |
| 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 ↗ | American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for Educational and Psychological Testing. AERA. ISBN: 9780935302356 |
| 别名 | DDF, Distractor-Level DIF, Differential Option Functioning, Distractor Functioning Analysis | Standardized Testing Analysis, Test Score Analysis, Item and Test Analysis, Educational Test Psychometrics |
| 相关≠ | 4 | 3 |
| 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. | Standardized test analysis is the body of psychometric methods used to evaluate and score standardized educational tests: analyzing how items perform, estimating reliability and the standard error of measurement, scaling scores via classical or item response theory, and assembling validity and fairness evidence. Governed by the professional Standards for Educational and Psychological Testing and rooted in test theory synthesized by Lord and others, it is the disciplined work that turns a set of test questions into defensible scores carrying meaning, precision, and fairness. |
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