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Using Explanatory Item Response Theory Modeling to Investigate Context Effects of Differential Item Functioning for Students With Disabilities
16 references·0 citing·44 second hop
Using Explanatory Item Response Theory Modeling to Investigate Context Effects of Differential Item Functioning for Students With Disabilities (2011)Using Explanatory Item Response Theory Mo…Using Item Response Theory and Model—Data Fit to Conceptualize Differential Item and Person Functioning for Students With Disabilities (2008)Using Item Response Theory an…Standards for Educational and Psychological Testing (2007)Standards for Educational and…Effects of an Oral Testing Accommodation on the Mathematics Performance of Secondary Students With and Without Learning Disabilities (2007)Effects of an Oral Testing Ac…Comparing DIF Across Math and Reading/Language Arts Tests for Students Receiving a Read-Aloud Accommodation (2006)Comparing DIF Across Math and…Analysis of School Context Effects on Differential Item Functioning Using Hierarchical Generalized Linear Models (2006)Analysis of School Context Ef…The Role of Extended Time and Item Content on a High-Stakes Mathematics Test (2005)The Role of Extended Time and…6. A Multivariate, Multilevel Rasch Model with Application to Self-Reported Criminal Behavior (2003)6. A Multivariate, Multilevel…Item Analysis by the Hierarchical Generalized Linear Model (2001)Item Analysis by the Hierarch…Measurement and structural models for children's problem behaviors. (2000)Measurement and structural mo…1. Ecometrics: Toward a Science of Assessing Ecological Settings, with Application to the Systematic Social Observation of Neighborhoods (1999)1. Ecometrics: Toward a Scien…Many-Facet Rasch Measurement (1994)Many-Facet Rasch MeasurementThe Effect of Extra Time on Reading Comprehension Scores for University Students With and Without Learning Disabilities (1991)The Effect of Extra Time on R…Effect of Speededness on Test Performance of Handicapped and Nonhandicapped Examinees (1991)Effect of Speededness on Test…Standards for educational and psychological testing (1985)Standards for educational and…Rating Scale Analysis: Rasch Measurement (1983)Rating Scale Analysis: Rasch …INTERACTIONS BETWEEN ITEM CONTENT AND GROUP MEMBERSHIP ON ACHIEVEMENT TEST ITEMS (1981)INTERACTIONS BETWEEN ITEM CON…A General Theory of Crime (1990)Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy. (1993)Neighborhoods and Violent Crime: A Multilevel Study of Collective Efficacy (1997)A REAPPRAISAL OF THE OVERLAP OF VIOLENT OFFENDERS AND VICTIMS* (2008)Community Violence and Youth: Affect, Behavior, Substance Use, and Academics (2009)UNSTRUCTURED SOCIALIZING, COLLECTIVE EFFICACY, AND VIOLENT BEHAVIOR AMONG URBAN YOUTH* (2010)Probabilistic Models for Some Intelligence and Attainment Tests (1961)LISREL 7 : a guide to the program and applications (1989)Systematic Social Observation of Public Spaces: A New Look at Disorder in Urban Neighborhoods (1999)Assessing “Neighborhood Effects”: Social Processes and New Directions in Research (2002)Neighborhoods and health (2010)Applications of Item Response Theory To Practical Testing Problems (2012)Differential Item Functioning. (1994)Disruption of posterior brain systems for reading in children with developmental dyslexia (2002)Teaching every student in the digital age: universal design for learning (2003)Fitting a Mixture Item Response Theory Model to Personality Questionnaire Data: Characterizing Latent Classes and Investigating Possibilities for Improving Prediction (2008)Supporting the collaboration of special educators and general educators to teach students who struggle with mathematics: An overview of the research (2008)Formulating the Rasch Differential Item Functioning Model Under the Marginal Maximum Likelihood Estimation Context and Its Comparison With Mantel–Haenszel Procedure in Short Test and Small Sample Conditions (2011)Marginal Maximum Likelihood Estimation of Item Parameters: Application of an EM Algorithm (1981)A Generalized Partial Credit Model: Application of an EM Algorithm (1992)A nonlinear mixed model framework for item response theory. (2003)Measuring progressions: Assessment structures underlying a learning progression (2009)Modeling life-span growth curves of cognition using longitudinal data with multiple samples and changing scales of measurement. (2009)Toward a theory of automatic information processing in reading (1974)Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities (1976)Wide Range Achievement Test-Revised (1987)Extended Test Time and postsecondary Students with Learning Disabilities: A Model for Decision Making (2004)THE IMPACT OF EXTENDED TIME ON SAT® TEST PERFORMANCE (2005)The Effects of Timed and Untimed Testing Conditions on the Reading Comprehension Performance of Adults with Reading Disabilities (2006)Some latent trait models and their use in inferring an examinee's ability (1968)Statistical Theories of Mental Test Scores (1969)VALIDITY OF APPROXIMATION TECHNIQUES FOR DETECTING ITEM BIAS (1985)Two New Approaches to Assessing Differential Item Functioning: Standardization and the Mantel--Haenszel Method (1989)Psychological Processes Underlying Stereotype Threat and Standardized Math Test Performance (2005)Scaling of Theory-of-Mind Tasks (2004)Assessment of executive functions: Review of instruments and identification of critical issues (2007)Guidelines for Reporting Reliability and Agreement Studies (GRRAS) were proposed (2010)A Typology of Mixed Methods Sampling Designs in Social Science Research (2015)Constructing validity: New developments in creating objective measuring instruments. (2019)Students' evaluations of University teaching: Research findings, methodological issues, and directions for future research (1987)The Interplay of Evidence and Consequences in the Validation of Performance Assessments (1994)Individual-patient monitoring in clinical practice: are available health status surveys adequate? (1995)The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills (2006)Meta-analysis of Cohen’s kappa (2011)
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References

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  • 1985Standards for educational and psychological testing1,480 cited
  • 19991. Ecometrics: Toward a Science of Assessing Ecological Settings, with Application to the Systematic Social Observation of Neighborhoods1,087 cited
  • 1983Rating Scale Analysis: Rasch Measurement1,028 cited
  • 1994Many-Facet Rasch Measurement530 cited
  • 2001Item Analysis by the Hierarchical Generalized Linear Model255 cited
  • 20036. A Multivariate, Multilevel Rasch Model with Application to Self-Reported Criminal Behavior167 cited
  • 1981INTERACTIONS BETWEEN ITEM CONTENT AND GROUP MEMBERSHIP ON ACHIEVEMENT TEST ITEMS120 cited
  • 2005The Role of Extended Time and Item Content on a High-Stakes Mathematics Test90 cited
  • 1991The Effect of Extra Time on Reading Comprehension Scores for University Students With and Without Learning Disabilities88 cited
  • 2000Measurement and structural models for children's problem behaviors.70 cited
  • 2007Effects of an Oral Testing Accommodation on the Mathematics Performance of Secondary Students With and Without Learning Disabilities56 cited
  • 2006Comparing DIF Across Math and Reading/Language Arts Tests for Students Receiving a Read-Aloud Accommodation47 cited
  • 2008Using Item Response Theory and Model—Data Fit to Conceptualize Differential Item and Person Functioning for Students With Disabilities

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44 cited
  • 1991Effect of Speededness on Test Performance of Handicapped and Nonhandicapped Examinees40 cited
  • 2006Analysis of School Context Effects on Differential Item Functioning Using Hierarchical Generalized Linear Models36 cited
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