An empirical investigation demonstrating the multidimensional DIF paradigm: A cognitive explanation for DIF

By Cindy M. Walker, S. N. Beretvas. 2001

62 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/1b86747019e9d7b3c6354fdeb6ab3022f65adf61

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Kadriye Ercikan
2. Cindy M. Walker

In Experimental and Cognitive Psychology

1. Kadriye Ercikan
2. Sharon Mendes-Barnett
3. Cindy M. Walker
4. Daniel A. Sass

In Management Science and Operations Research

1. Kadriye Ercikan
2. Sharon Mendes-Barnett
3. Cindy M. Walker
4. Daniel A. Sass

Citations in the corpus

• Using a Multidimensional Differential Item Functioning Framework to Determine if Reading Ability Affects Student Performance in Mathematics (2008, background): “Previous research has shown that differential item functioning (DIF) can occur when items measure more than one underlying trait and cognitive differences exist in the secondary trait measured by test items ( Ackerman & Evans, 1994 ; Walker & Beretvas, 2001 ).”
• What’s the DIF? Why Differential Item Functioning Analyses Are an Important Part of Instrument Development and Validation (2011, background): “Although the primary goal of DIF analyses is to identify unfair items on a measure, it has been argued that DIF analyses can also be used as a step in construct validation (Walker & Beretvas, 2001).”
• Examining Sources of Gender DIF in Mathematics Assessments Using a Confirmatory Multidimensional Model Approach (2006, background): “Walker and Beretvas (2001) examined DIF for proficient and nonproficient writers in a set of fourth- and seventh-grade mathematics tests.”