Illustrating the Utility of Differential Bundle Functioning Analyses To Identify and Interpret Group Differences on Achievement Tests.

By Mark J. Gierl, Jeffrey Bisanz, K. Boughton, Shameem Nyla Khaliq. 2005

77 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/6d98c90b4ad3bac3e1d3c00973127b9effe64c57

How researchers see this paper

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

In Developmental and Educational Psychology

1. Kadriye Ercikan
2. Sharon Mendes-Barnett
3. Mark J. Gierl
4. Jeffrey Bisanz

In Experimental and Cognitive Psychology

1. Kadriye Ercikan
2. Sharon Mendes-Barnett
3. Mark J. Gierl

In Management Science and Operations Research

1. Kadriye Ercikan
2. Sharon Mendes-Barnett
3. Mark J. Gierl
4. K. Boughton
5. Wen-Chung Wang
6. Randall D. Penfield
7. Ya-Hui Su
8. Jimmy de la Torre

Citations in the corpus

• Examining Sources of Gender DIF in Mathematics Assessments Using a Confirmatory Multidimensional Model Approach (2006, methodology): “Gierl et al. (2001) used an adaptation of the Educational Testing Service item classification guidelines for single items with DIF classified as A, negligible DIF when < 0.”
• Identifying Content and Cognitive Skills that Produce Gender Differences in Mathematics: A Demonstration of the Multidimensionality‐Based DIF Analysis Paradigm (2003, background): “A DIF hypothesis specifies whether a single item or bundle of items (i.e., two or more items sharing some important characteristic; see Douglas, Roussos, & Stout, 1996; Gierl et al., 2001; Nandakumar, 1993) designed to measure the primary dimension also measures a secondary dimension, thereby produc”